What we put our attention into flourishes; what we ignore, withers. As teachers, we endeavour to be observers of children in the most reverent sense- noticing their voices, emotions, blossoming, their unique qualities, their gestures, tribulations and their current interests.
Curriculum
Dr. Maria Montessori discovered that children have an inherent drive for independence and she observed that children have exceptional powers of concentration. Most importantly, Maria Montessori noted that the very young children unconsciously absorb their environment.
Our Montessori teachers direct and guide the children through activities within the prepared nursery environment. Each child is an individual and the teacher will carefully observe and monitor the child’s development, recognising and interpreting his/her interests. The teacher then supplies the child with materials/activities and challenges appropriate to their abilities. All the equipment is displayed on child sized shelving for the children to select themselves. It is through the child’s subsequent independent use of the materials and activities that learning takes place. This method is used in all the curriculum areas and gives the child confidence to take on new challenges and instill a love of learning throughout life- where work is never seen as a chore.
Practical Life
The activities of Practical Life instill care: for oneself, for others, and for the environment. These exercises include pouring liquids, preparing food, washing dishes, setting a table, polishing, and dealing gracefully and courteously with social encounters. Through these tasks and experiences children learn to concentrate, coordinate their movements, and develop fine-motor skills. Practical Life activities are the foundation of all future academic work because they promote concentration, order, and a complete work cycle.
Sensorial
The sensorial materials are designed to enable children to identify and refine information obtained through their senses, and to order and classify sensorial impressions. By seeing, smelling, tasting, listening to, touching and further exploring the sensorial properties of these materials, children begin to classify and eventually name objects and tributes in their environment.
English Language Arts
Because the child’s mind from 0 to 6 is absorbent, this is the ideal age to assist the development of brain pathways. Montessori observed that the child of this age was in a “sensitive period” for absorbing language, both spoken and written. The Montessori early childhood classroom is rich in oral language opportunities- listening to stories or reciting poems, singing and conversing with others. Introduction of the Montessori sandpaper letters connects each spoken sound with its symbol, supporting the development of writing, and eventually, reading.
Mathematics
Young children are intrigued by numbers- knowing how much or how many provides another dimension in understanding the world. The Montessori math materials and lessons help children to develop and understanding of math concepts through the manipulation of concrete materials, building a secure foundation of math principles, skills, and problem-solving abilities.
Science, Geography, Social Studies, Art and Music
All of these subjects are incorporated into the early childhood environment. They are presented in sensorial ways with specially designed materials and real-life experiences. In geography, children learn not only about the names of counties but the life of people and their respective cultures. They develop a sense of respect for different cultures, recognising that we all belong to the family of people. Young children are natural scientists. Watching and caring for classroom animals and plants creates an interest in science lessons and a reverence for life. Art and music give the children an opportunity for creative and joyful self-expression, as well as experiences with great music and works of art.
The following were excerpts from the AMS pamphlet The Early Childhood Years (3-6).