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OUR METHOD

Our method is based on these principal characteristics:

 

  • Respect for the child and respect for one another.

  • The incorporation of cultural diversity and universal adaptability.

  • The understanding of individuality and independence by freedom of choice.

  • Hands-on learning through didactic materials which refines the senses and teaches a love for work.

  • Promotion of self-discipline and care of oneself through lessons of grace and courtesy.

  • The encouragement of spontaneous concentration which ignites intrinsic motivation and initiative.

  • Through auto education in heterogeneous grouping the integrated curriculum teaches a sense of order and the teacher acts as facilitator in this carefully prepared children’s home.

Our system

We are dedicated to promoting quality Montessori education for children from age 4 months to 6 years offering a half or full day with aftercare options. A 1:10 adult/child ratio applies to 3-6 year olds and 1:6 to 4months -3 year olds. Activities are auto-didactic and allow for further exploration

 

Classes are age integrated and offer our precious children a calm, nurturing environment, where they are at liberty to develop their full potential. Children are not forced to engage in activity, the Montessori philosophy strongly believes in the power of observation as being a key element to guiding the child to be intrigued to explore work/activity.this self motivation stimulates confidence, and through repetition once the craft is mastered to perfection and is completed, the child moves onto more complex materials and satisfies his need to learn understand and explore.

Fundamental Principles 

Principle 1:

Classes in Montessori Schools are mixed-age and non-graded.

 

  • Mixed-age classes comprise at least three-year groupings corresponding to the Planes of Development: 0-3; 3 – 6; 6 – 9 and 9 – 12 or 6 – 12; 12 – 15 and 15 – 18.

  • Mixed-age groups are not correlated to grades, nor are they divided in other ways according to achievement levels or normative standards.

 

Principle 2:

Montessori schools accommodate an extended period of uninterrupted self-chosen activity – a period during which children can choose their own activity and work undisturbed for a minimum of three hours.

 

Principle 3:

Rewards and Punishments are not used in a Montessori environment.

 

Principle 4:

A prepared environment is a critical component of Montessori Pedagogy. The prepared environment:

 

  • Serves the developmental and pedagogical needs of the children using it;

  • Supports freedom of movement, speech and association;

  • Supports free choice of activity;

  • Facilitates normalization and valorisation;

  • Includes a full range of Montessori materials appropriate to the age for which it is prepared.

 

Principle 5:

The adults in the Montessori environment exhibit and apply the principles of Montessori pedagogy through:

 

  • A disposition of respect and patience towards the child;

  • An ability to balance the principle of non-intervention while at the same time not abandoning the child;

  • Trust in Montessori principles, methodology and pedagogical aims;

  • Seeing the role of the adult as primarily observer, scientist and interpreter of the environment rather than as a teacher in the conventional sense;

  • Guiding the child to normalization and development appropriate to each Plane of Development.

 

Principle 6:

Montessori schools develop curriculum guidelines which conform to the vision of child development and the educative goals outlined by Maria Montessori.

 
Curriculum 
In the Montessori preschool environment, five distinct areas constitute the prepared environment:

Practical Life

Practical Life enhances the development of task organization and cognitive order through care of self, care of the environment, exercises of grace and courtesy, and coordination of physical movement.

Sensorial

The Sensorial area enables the child to order, classify, and describe sensory impressions in relation to length, width, temperature, mass, colour, pitch, etc.

Mathematics

Mathematics makes use of manipulative materials to enable the child to internalize concepts of number, symbol, sequence, operations, and memorization of basic facts.

Language

Language  includes oral language development, written expression, reading, the study of grammar, creative dramatics, and children's literature. Basic skills in writing and reading are developed through the use of sandpaper letters, alphabet cut-outs, and various presentations allowing children to link sounds and letter symbols effortlessly and to express their thoughts through writing.

Cultural Life

Cultural Activities expose the child to basics in geography, history, and life sciences. Music, art, and movement education are part of the integrated cultural curriculum.

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