Curriculum

• Practical life exercises
  Purpose: Care of person and environment through exercise of daily living.
  Activities: Pouring, sorting, polishing, tying, cleaning, sweeping, folding, cutting, scrubbing, carrying, serving and learning social grace and courtesy.
• Sensorial excercises
  Purpose: To compare, classify and make judgments.
  Activities: Exploration of specially designed learning materials using the five senses.
• Language Arts
  Activities and experiences which facilitate total language development through conversation, labeling the environment, story reading and the introduction of phonics and writing to those interested and ready.
• Math, Science and Geography
  Activities which allow concrete manipulation of materials, leading to the eventual grasp of the concept being introduced.
• Musical, Art and Cultural Studies
  Listening, reading, discussing, singing, dancing, painting and various other activities.

The Montessori classroom is an enriched environment, specially prepared to provide new learning opportunities and stimulation to the child. Dr. Montessori’s planning of such an environment was to “bring the world to the child.” Here a child can explore the five senses, learn self-help skills and other skills of practical life; proceed from simple to more complex activities, making a transition from concrete to abstract; enjoy freedom of movement and choice within the bounds of the classroom framework; and enjoy effective social interaction with peers and adults. Through this process of natural unfoldment, the child experiences the joy of discovery and develops the inner self.

The didactic Montessori learning materials are aesthetically pleasing to both eye and touch. They are designed to self-teach, and invite hands-on manipulation and experimentation by the child. Many other supplementary educational materials are included in our classroom, chosen for their clean design and Montessori –like attributes. The Montessori classroom is our anchor and all of the interesting materials and activities are what bring us together as individuals and as a group. They give us a focus, a purpose, and provide the common ground for developing relationships, social courtesies, responsibility, independence, and trust. In this process, the children are learning about themselves- What do I like, What do I want to do today, Who do I want to work with, Would I rather work alone, What might I try that I haven’t tried yet- and through watching this process and their many interactions, the teachers, in turn, are learning about them. Through this dynamic process we move toward the goal of community.

There are several factors that make the Montessori Early Learning Center unique from other learning environments. Most of our children attend on a full-day schedule, bur we are not “day care”! Shouldn’t it at least be “child” care? We do take our custodial role very seriously: we provide a safe environment; we help them with their physical needs while encouraging independence and ‘ownership’ of their bodies. They learn that there is an organ in their bodies called a bladder (fascinating stuff to a 3 year old!) and that it “fills up” and must be emptied— or else! We all ‘practice’ blowing noses, and learn the ‘elbow’ cough. They learn the importance of “washing away the bathroom germs” and to use the sanitizing soap dispenser after wiping noses. We invite them to the snack table each day and encourage them to try new foods and eat a good lunch if they are with us all day. We comfort them when they are distressed, offering a lap or a hand, and ‘go the extra mile’ with those who need it. Our staff are wonderful caretakers. We try to provide open and frequent communication with our Montessori parents about the physical and emotional sides of their children.

So, while the children benefit from sensitive and attentive custodial care, they also enjoy the benefits of a Montessori setting. Research has shown that multi-aged learning environments are superior, yet most programs continue to separate the children by age. Because of the wide age range of the children, the Montessori environment must be thoughtfully prepared to meet the needs of that age range. This requires a truly open-ended, developmental classroom, as the children each ‘plug in’ according to their interests, readiness, and abilities. Many 3 year olds are very interested in phonics; some 4 year olds may be advanced in math exercises but still need the muscle memory work that is practiced on the pink floor with our many transfer activities. Our four-to-five year olds are typically returning for their second or third years of Montessori and play an important leadership role that may not be realized in a group of same-aged peers. Our two year olds have the benefit of an incredibly rich environment, alive with activity, conversation, and children who are happy to assist them with their work and offer an encouraging word. It is wonderful to watch the interplay of personalities and activity.

The environment itself is arranged with careful consideration. The materials are organized so that the child can work independently. There is a ‘water station,’ which dispenses water at the push of a button. There is a line on the juice pitcher that indicates to STOP pouring; there is a number in the snack basket indicating how many crackers/scoops they may have. A three year old counts carefully with a helper. The two year old learns to take one at a time. There are buckets for wiping up spills, brooms for sweeping. All of the materials needed to complete an activity are organized on a tray to be taken to the table or work mat. The materials must be returned in proper condition to be ready for the next person. It is each child’s job ‘to choose’ what she wants to do and who she wants to do it with. He learns to use polite words— please go and choose your own work— if he wishes to work alone. He learns to ask first if he wants to join another. These simple lessons are learned while also engaged in the exercises of Practical Life.

There are specifically designed Montessori materials, which further distinguish a Montessori classroom. The sensorial exercises are materials and activities designed to educate and refine the senses: the sound cylinders teach sound discrimination; the color tablets teach color; the baric tablets teach weight, the fabric game teaches sense of touch. All exercises include descriptive language— are they the same or different? Long/ short? heavy/light? Loud/soft? Rough/smooth? Sweet/Sour? Dark/ light? Small/ smaller/ smallest?

The math materials begin with the number rods, which represent in a ‘big’ way the quality of the numbers 1-10. The #10 rod is longer than the young 3's outstretched arms, while the #1 rod is the length of their hand. Our 3 year olds enjoy measuring their height against the rods when stood upright. “Look, Ginny, I’m this big!” The numerals are presented in sandpaper, and crayon rubbings create number books. The Bank Game demonstrates in concrete form the contrast between one and one thousand. The materials move from concrete to abstract, as the child develops maturity of mind.

Phonics and Language Arts are also high-interest areas of classroom activity. Children are aware of the letters that are in their name and learn that those letters make sounds in other words, as well— Bode, boy, bubbles, baseball bat, balloon, banana... sound awareness is the first step to learning to read and we have many children working at different stages of the learning process. This interest continues to advance them forward to word formation, print awareness and interest in reading and writing as the child develops.

Science is highlighted and ever-present in the Montessori classroom. When using a baster to siphon water, we ask the question: how does it work? The answer is never as important as posing the question and watching their minds bend to understand it. What’s in this baster? Wow, squeeze it— what do you feel coming out? “AIR!” Put it in the water and squeeze— my goodness, did you see that? What was that? Bubbles? Bubbles of what? And so it goes…Science is everywhere in the Montessori classroom.

Sign language is a subject of study, throughout the year, as well as Art, Music and Movement, also important experiences in the Montessori classroom. Music is enjoyed every day, mostly through singing, but also with CD’s, movement activities, and appreciation of classical music. And finally, in recent years we have enjoyed journeying to other worlds through books, map-making, pictures, music, film, food, stories, art and other activities which have resulted in rich cultural experiences.