“Only through freedom and environmental experience is it practically possible for human development to occur.”
Montessori Day School provides an open classroom educational setting that encourages children to explore and learn through active involvement with various materials. Each child has the freedom to discover the world of learning at their own pace and to their fullest capacity. Materials are strategically introduced and represent a graduated learning system.
The open classroom setting supports the development of interactive learning across the age groupings. The younger children often emulate the older ones. The outcome for the younger ones is shown through an academic interest and ability beyond their peers in other programs. The older children reinforce and continually reshape their own knowledge while working with the younger children.
Practical life exercises are provided so that the child can learn how to do living activities in a purposeful way. This helps the child gain control and coordination of his movement as well as help gain a sense of independence. Practical life exercises also aid in the growth and development of the child’s concentration. This will in turn help the child develop an orderly way of thinking.
Sensorial work is for the child to obtain clear and conscious information and to be able to then make classification in his environment. Through this study, the child then begins to understand his environment. Through work with sensory materials, the child is equipped with keys to classifying the things around him. Through the classification, the child is also offered the first steps in organizing his intelligence, which then leads to his adapting to his environment
Manipulative materials are used to enable the child to internalize concepts of number, symbol, sequence, and memorization of basic facts.
At Montessori, skills in writing and reading are developed through the use of sandpaper letters, movable alphabet, and various presentations. Allowing children to link sounds and letter symbols together effortlessly, assists the child to express their thoughts through writing.
The child is exposed to basics in geography, history and life sciences. Music, art and movement education are part of the integrated cultural curriculum.
Within the prepared environment, the child must experience freedom of movement, freedom of exploration, freedom to interact socially, and freedom from interference from others. This freedom ultimately leads to a greater freedom: freedom of choice.
Structure and Order
While Structure and Order seem counter-intuitive to the aforementioned freedom, nothing could be further from the truth. Structure and Order in the classroom accurately reflect the sense of structure and order in the universe. By using the Montessori classroom environment as a microcosm of the universe, the child begins to internalize the order surrounding him, thus making sense of the world in which he lives.
Montessori environments should be beautiful. We want to create an inviting environment for children to come in and work. This atmosphere is easily seen by the attitude of those working there, both child and adult.
Nature and Reality
Dr. Maria Montessori had a deep respect and reverence for nature. She believed that we should use nature to inspire children. She continually suggested that Montessori teachers take the children out into nature, rather than keeping them confined in the classroom. This is why natural materials are preferred in the prepared environment. Real wood, reeds, bamboo, metal, cotton, and glass are preferred to synthetics or plastics.
It is here where child-size real objects come into play. Furniture should be child-size so the child is not dependent on the adult for his movement. Rakes, hoes, pitchers, tongs, shovels should all fit children’s hands and height so that the work is made easier, thus ensuring proper use and completion of the work without frustration.
Where there is freedom to interact, children learn to encourage and develop a sense of compassion and empathy for others. As children develop, they become more socially aware, preparing to work and play in groups. This social interaction is supported throughout the environment and is encouraged with the nature of multi-age classroom settings
Creating a prepared Montessori classroom that is designed to meet the individual needs of all children involves a great deal of time and effort. The purpose of the Montessori environment is to develop the whole personality of the child, not merely his intellect. By guiding the child through the five areas of the Montessori curriculum (Practical Life, Sensorial, Language, Mathematics, and Cultural subjects), the child has the structure which is at the forefront of the creative work in a Montessori classroom.