MONTESSORI
PEBBLES
PROGRAMS
|
Primary
A Montessori environment for 3 to 6 year olds is designed
to entice children to activity. Each carefully prepared material
is considered a "motive for activity", through which a child develops
confidence, self-esteem, and consideration for others, as well
as basic cognitive understandings. The Montessori 3 to 6 environment
is divided into five areas of work.
|
 |
|
Practical Life
Young children find excitement in the most routine adult tasks; washing
dishes, paring vegetables, polishing shoes. These tasks allow children
to imitate adults, one of the young child's strongest urges. With
the use of the use of reality based activities we enable the student
to gain self-confidence, concentration, coordination, and independence.
The student is encouraged to develop a sense of responsibility for
care of self and care for the environment. Finally, they learn good
working habits as they finish each task and put away materials before
beginning another activity. |
 |
|
Sensorial / Geometry
Sensorial materials help children become aware of details. At first
the materials offer strong contrast sensation of smell, texture, sound
or size. As children become more adapt at recognizing the differences
and similarities, the contrast becomes less and obvious. Educating
the senses is important because the mind needs education and training
to discriminate and appreciate. Students are continually surrounded
by new sensations. The sensorial materials activate the child's absorption
of these new impressions. Included are exercises to develop and refine
the senses - tactile, auditory, visual, olfactory, gustatory, and
stereognostic. These skills translate into the geometry curriculum
in the elementary classroom. |  |
|
Language
In a Montessori classroom, children learn the phonetic sounds of the
letters before they learn the alphabetical names in sequence because
phonetic sounds are what children hear in words. Reading instruction
begins on the day the child wants to know what a word says or shows
an interest in using the sandpaper letters. Writing or the construction
of words with movable letters always precedes reading in a Montessori
environment. Students then advance through the curriculum, developing
skills in reading, writing, and grammar. |  |
|
Mathematics
Children who have access to mathematical equipment in their early
years can easily assimilate many facts and skills of arithmetic. The
same material, presented later in abstract form, may require hours
of drudgery and drill. Observing that children like to touch and move
things as they count them, Dr. Montessori designed concrete materials
to represent all types of quantities. By combining this equipment,
separating it, counting it, and comparing it, children can demonstrate
the basic operations of mathematics and moves to a new level of understanding.
|  |
|
Cultural
Students gain a global perspective of the universe through exploration
and research in these areas: Physical geography - The large wooden
puzzle maps are among the most popular activities in the classroom.
At first the children use the maps simply as puzzles, but gradually
they learn the names and locations of many countries. Science and
nature - The children's natural curiosity is stimulated through discovery
projects and experiments, helping the children to draw their own conclusions.
The plant and animal kingdoms are studied in an orderly fashion to
create understanding of and respect for all the living things. Arts
and crafts - Art in the pre-school environment builds on the great
joy children find in creating something of their own. The children
have the freedom to explore their imaginations in a variety of media.
Music and Creative movement - Creative music, movement and dramatics
are woven into the academic program of the school. The philosophy
brings together singing, listening, dancing, games, songs and rhythm
instruments. Physical Education - Non-competitive child centered physical
activities are designed to provide successful experiences. Overall
goals are to have all body parts respond freely and to have fun. Children
play outdoors or indoors depending on the weather. |
 |