Maria Montessori developed her program and environment to meet the developmental needs of the child. She believed that the child under the age of six have sensitive periods for self-construction. The ideal is the central point of her whole Education Philosophy.
Maria Montessori felt that the child has two creative sensibilities – an “Absorbent Mind” and “Sensitive Periods.”
From birth to approximately 6 years. The child gains knowledge from his environment. The process of learning starts with impressions being absorbed unconsciously. Gradually, through movement and manipulation of the object in the environment, the child constructs an understanding of the outside world and the impressions he has already absorbed become meaningful and they become conscious.
During the time which the child is sensitive to order, the refinement of the senses, the sensitivity to language, sensitivity for walking, an interest in small objects and sensitivity to a social life. Maria Montessori maintained that movement is one of the most important conditions for natural development and because of the freedom of movement in a Montessori environment the child can interact or use their own inner guiding instinct to use from his environment what they need for their own development.
Montessori Children’s House uses the classroom material to provide a stimulating environment to meet the physical, social, creative, emotional and intellectual needs of the children.
By allowing the children to be group free allows the child to assist or be assisted by another child. The child also has the opportunity to absorb what the other children are leaning. It is expected that the child will develop self-image as well as observation skills.
At Montessori Children’s House the main areas of learning are;
‘Learning through the senses’. Sensorial includes strengthening children’s sense of sight, sound, smell, and touch. Fine and gross motor are exercised.
‘Everyday skills’, Practical Life helps the child to develop life skills such as sweeping, scrubbing, measuring, and pouring. Also included are concepts such as wet/dry, shiny/dull, clean/dirty, etc. Gross motor figures largely in this area.
Includes sounds and names of letters, writing preparation, and literacy. Children also develop the ability to cross the midline, refined fine motor movement, design, and early writing.
Includes counting, simple to complex numbers, scale, and quantity.
Includes local and global studies, other cultures, maps, and community.
Includes music, poetry, art, and drama. Including basic art skills and fine art, classical and cultural music, poetry reciting, and studies of dramatic or musical plays.
Includes concepts such as wet/dry, sink/float, and other experiments to demonstrate simple scientific ideas.
Additional programming includes educational field trips and special events.