Early Childhood
Sensorial Resources
  
We provide children with many opportunities to organize the sensory impressions they’ve been receiving since birth. By the careful selection of items of different textures, colors, sizes, and geometric shapes, children will discover relationships. Sensorial experiences also indirectly prepare children for future exploration of language, mathematics, geometry, art, and music.
  
Music & Movement
  
  
Present in some form in all cultures, music reflects the character of people by the style, melodies, tones, and instruments used. Children have an innate capacity to appreciate music of all types, and an uninhibited inclination to move, dance, and make music. Take an advantage of young children’s openness to the world of music by singing every day, by using various instruments or movements, and by introducing the music of other cultures and times.
  
  
Math Resources
  
The developing child yearns to organize, classify, and abstract. Fortunately the whole world obliges with toes to counts, temperatures to read, and clocks to check. The Montessori math lessons lead the child through progressive hands-on activities, emphasizing concepts while preparing the child for abstractions. The extensions and variations shown here complement and support with Montessori’s legendary math materials. 
  
Geography & Culture
  
Physical geography looks at the outward appearance of the environment. Cultural geography looks at humankind’s ability to “continue the work of creation”. Through meeting the basic human needs for food, shelter, and clothing, groups of people developed language, tools, transportation, rituals and celebrations, religion, music, art, and crafts. We demonstrate these concepts with potlucks, where each student studies a country and creates a meal that originated there as well as the flag and a project. 
  
Science
  
The Montessori classroom provides activities to guide the child in making connections. Maria Montessori believed the teacher should present the big picture first, in order to prepare a foundation between things, not learning isolated details, guides the child to a thorough and thoughtful understanding of science and the world. 
  
Language Development
  
  
Maria Montessori perceived the miracle of language development as “a treasure prepared in the unconscious, which is then handed over to consciousness, and the child, in full possession of his new power, talks and talks without cessation.”
  
  
Preparing the Environment
  As part of her success, Maria Montessori provided a predictable classroom environment. She saw that the children felt secure and independent in the order surrounding them. Everything in the classroom is part of the curriculum. Child size, accessible, and aesthetically pleasing furniture, mats, containers, and materials should be selected with great care to meet the needs of the young, developing child.
  
How Does Your Garden Grow?
  
Whether indoors or outside in the yard, gardening helps strengthen the young child’s connection with nature. Caring for living things offers a meaningful way to participate in the life of the classroom and home. Children love to take part in planting, watering, weeding, raking, and harvesting.
  
Practical Life
  
The exercises of Practical Life provide the foundation for all other activities in the Montessori classroom. Through exercises in daily living, such as pouring and scrubbing, sewing and gardening, or practicing grace and courtesy, the child gains confidence and mastery of the environment. After individual skills are refined, children apply them in purposeful work, such as serving juice or polishing. Specifically, these activities contribute to the control and coordination of movement, development of concentration, and the self- esteem that comes with making a real contribution to the group.
 
  
  
MONTESSORI MODEL
 
Values cognitive, psychological, social, and spiritual development
 
Teacher is facilitator and guide
 
Mixed age grouping
 
Children encouraged to teach, collaborate and help each other
 
Child chooses own work
 
Child sets learning pace
 
Child can work where he/she is comfortable
  
  
  TRADITIONAL CLASSROOM
 
Emphasis on rote knowledge
 
Teacher's role is dominant; child is passive participant
 
Same age
 
Most teaching done by teacher; collaboration discouraged
 
Structured curriculum
 
Child given specific time for work
 
Child assigned seat; encouraged to sit still and listen during lessons