ABOUT MONTESSORI
Children’s Garden Montessori School follows the guidelines and philosophy of the American Montessori Society as regards the beliefs concerning the development of the child, what areas and in what ways children learn, the role of the adults in promoting an facilitating the child’s learning process, and the providing of prepared and stimulating classroom environments, indoors and outdoors, that promote successful and joyous education on the part of preschool children.
Our curriculum is based on the fully prepared learning environment which provides a teacher trained to observe, interact with, and present children with information and presentations of new materials, a diverse set of Montessori and scientific materials, activities, and experiences, a schedule that provides long blocks of uninterrupted learning time, along with individual, small group and whole class learning activities, a classroom that fosters appropriate social interaction and auto-learning, and clear ground rules that encourage children to respect themselves, others and the environment. Adults in the classroom role-model courtesy facilitate exploration and independent choices on the part of the child, promote children collaborating together on activities or projects, and encourage children taking responsibility for their actions and their environment.
“The secret of good teaching is to regard the child’s intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination. Our aim is not only to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core.”
Our curriculum is based on the fully prepared learning environment which provides a teacher trained to observe, interact with, and present children with information and presentations of new materials, a diverse set of Montessori and scientific materials, activities, and experiences, a schedule that provides long blocks of uninterrupted learning time, along with individual, small group and whole class learning activities, a classroom that fosters appropriate social interaction and auto-learning, and clear ground rules that encourage children to respect themselves, others and the environment. Adults in the classroom role-model courtesy facilitate exploration and independent choices on the part of the child, promote children collaborating together on activities or projects, and encourage children taking responsibility for their actions and their environment.
“The secret of good teaching is to regard the child’s intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination. Our aim is not only to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core.”
from To Educate the Human Potential by Maria Montessori
What is Montessori?.jpg)
A Montessori education is an established philosophy and method originated by Dr. Maria Montessori in the first half of the 20th century. It was her belief that the goal of early childhood education should be to cultivate the child’s own natural desire to learn. She created an approach to education that would best enable children to develop their learning abilities, independence, and initiative, and stimulate within the child a genuine love of learning.
Children from ages three to six years old are grouped together in each class, providing a setting where learning takes place naturally from the prepared environment, the teachers, the assistants, and the other children. The materials are designed to attract the interest and meet the developmental needs of each child and to integrate the child’s expanding knowledge. Classrooms are bright and cheerful and are structured to enable a child to explore within his or her abilities. The Montessori materials have a “control of error” inherent in their design or presentation, so that children can work independently and learn through their own efforts. All activities are directed toward helping children develop positive attitudes about themselves, their world, and a lifetime of learning.
Dr. Maria Montessori (1870—1952) believed that children of the present are the world’s hope for the future. She believed that children possess an intrinsic desire to explore, discover, absorb and learn about their environment. It is in these early years that children develop the social, emotional, physical and intellectual foundation on which they build for the rest of their lives.
In keeping with that philosophy, Children’s Garden Montessori School provides an environment where the children:
- act on their environment through practical exercises such as food preparation, cleaning, pouring and sweeping, designed to help develop concentration, order, coordination and independence,
- complete a cycle of activity
- develop self-control and self-discipline
- refine their senses and become aware of similarities and differences through the sensorial materials
- learn about the cultures around them
- begin to use language and math as tools to learn about the world around them
- develop a concept of mathematical relationships
- learn to trust and care about those around them
- develop a sense of independence.
All the components of the program exist for the child, and our goal is to provide an environment in which the child can work to create the person he or she will be come. Montessori observed that adults work to perfect the environment, but the child works to perfect himself.
Children from ages three to six years old are grouped together in each class, providing a setting where learning takes place naturally from the prepared environment, the teachers, the assistants, and the other children. The materials are designed to attract the interest and meet the developmental needs of each child and to integrate the child’s expanding knowledge. Classrooms are bright and cheerful and are structured to enable a child to explore within his or her abilities. The Montessori materials have a “control of error” inherent in their design or presentation, so that children can work independently and learn through their own efforts. All activities are directed toward helping children develop positive attitudes about themselves, their world, and a lifetime of learning.
Dr. Maria Montessori (1870—1952) believed that children of the present are the world’s hope for the future. She believed that children possess an intrinsic desire to explore, discover, absorb and learn about their environment. It is in these early years that children develop the social, emotional, physical and intellectual foundation on which they build for the rest of their lives.
In keeping with that philosophy, Children’s Garden Montessori School provides an environment where the children:
- act on their environment through practical exercises such as food preparation, cleaning, pouring and sweeping, designed to help develop concentration, order, coordination and independence,
- complete a cycle of activity
- develop self-control and self-discipline
- refine their senses and become aware of similarities and differences through the sensorial materials
- learn about the cultures around them
- begin to use language and math as tools to learn about the world around them
- develop a concept of mathematical relationships
- learn to trust and care about those around them
- develop a sense of independence.
All the components of the program exist for the child, and our goal is to provide an environment in which the child can work to create the person he or she will be come. Montessori observed that adults work to perfect the environment, but the child works to perfect himself.
Some Comparisons Of Montessori Education With Traditional Education
Montessori children are unusually adaptable. They have learned to work independently and in groups. Since they’ve been encouraged to make decisions from an early age, these children are problem-solvers who can make appropriate choices and manage their time well.
They have been encouraged to exchange ideas and discuss their work freely with others. Their good communication skills ease the way in new settings.
Research has shown that the best predictor of future success is a positive sense of self-esteem. Montessori programs, based on self-directed non-competitive activities, help children develop strong self-images and the confidence to face challenges and change with optimism.
They have been encouraged to exchange ideas and discuss their work freely with others. Their good communication skills ease the way in new settings.
Research has shown that the best predictor of future success is a positive sense of self-esteem. Montessori programs, based on self-directed non-competitive activities, help children develop strong self-images and the confidence to face challenges and change with optimism.
Montessori.jpg)
Emphasis on: cognitive structures and social development.
Teacher has unobtrusive role in classroom activity; child is an active participant in learning
Environment and method encourage internal self-discipline
Instruction, both individual and group, adapts to each stu-dent’s learning style
Mixed age grouping
Children are encouraged to teach, collaborate, and help each other
Child chooses own work front interests and abilities
Child formulates own concepts from self-teaching material:
Child works as long as s/he wishes on chosen project
Child sets own learning pace to internalize information
Child spots own errors through feedback from the material
Learning is reinforced internally through the child’s own repetition of an activity and internal feelings of success
Multi-sensory materials for physical exploration
Organized program for learning care of self and environ-ment (polishing shoes, cleaning the sink, etc.)
Child can work where s/lie is comfortable, moves around and talks at will (yet disturbs not the work of others); group work is voluntary and negotiable
Organized program for parents to understand the Montessori philosophy and participate in the learning process
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Traditional
Emphasis on: rote knowledge and social development
Teacher has dominant, active role in classroom activity; child is a passive participant in learning
Teacher acts as primary enforcer of external discipline
Instruction, both individual and group, conforms to the adult’s teaching style
Same age grouping
Most teaching is done by teacher and collaboration is discouraged
Curriculum structured for child with little regard for child’s interests
Child is guided to concepts by teacher
Child generally given specific time limit for work
Instruction pace usually set by group norm or teacher
If work is corrected, errors usually pointed out by teacher
Learning is reinforced externally by rote repetition and rewards/discouragements
Fewer materials for sensory development and concrete manipulation
Less emphasis on self-care instruction and classroom maintenance
Child usually assigned own chair; encouraged to sit still and listen during group sessions
Voluntary parent involvement, often only as fundraisers,
not participants in understanding the learning process
Emphasis on: cognitive structures and social development.
Teacher has unobtrusive role in classroom activity; child is an active participant in learning
Environment and method encourage internal self-discipline
Instruction, both individual and group, adapts to each stu-dent’s learning style
Mixed age grouping
Children are encouraged to teach, collaborate, and help each other
Child chooses own work front interests and abilities
Child formulates own concepts from self-teaching material:
Child works as long as s/he wishes on chosen project
Child sets own learning pace to internalize information
Child spots own errors through feedback from the material
Learning is reinforced internally through the child’s own repetition of an activity and internal feelings of success
Multi-sensory materials for physical exploration
Organized program for learning care of self and environ-ment (polishing shoes, cleaning the sink, etc.)
Child can work where s/lie is comfortable, moves around and talks at will (yet disturbs not the work of others); group work is voluntary and negotiable
Organized program for parents to understand the Montessori philosophy and participate in the learning process
TraditionalEmphasis on: rote knowledge and social development
Teacher has dominant, active role in classroom activity; child is a passive participant in learning
Teacher acts as primary enforcer of external discipline
Instruction, both individual and group, conforms to the adult’s teaching style
Same age grouping
Most teaching is done by teacher and collaboration is discouraged
Curriculum structured for child with little regard for child’s interests
Child is guided to concepts by teacher
Child generally given specific time limit for work
Instruction pace usually set by group norm or teacher
If work is corrected, errors usually pointed out by teacher
Learning is reinforced externally by rote repetition and rewards/discouragements
Fewer materials for sensory development and concrete manipulation
Less emphasis on self-care instruction and classroom maintenance
Child usually assigned own chair; encouraged to sit still and listen during group sessions
Voluntary parent involvement, often only as fundraisers,
not participants in understanding the learning process
American Montessori Society
150 Filth Avenue, Suite 203 New York, N.Y. 10011-4384 212 924-3209 FAX 212 727-2254
150 Filth Avenue, Suite 203 New York, N.Y. 10011-4384 212 924-3209 FAX 212 727-2254
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505.466.1251
EMAIL US: INFO@CHILDRENSGARDENSANTAFE.COM 710 Old Las Vegas Hwy Santa Fe, New Mexico 87505
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505.466.1251
EMAIL US: INFO@CHILDRENSGARDENSANTAFE.COM 710 Old Las Vegas Hwy Santa Fe, New Mexico 87505
website by Desert Elements Design