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Play- based |
mostly teacher led |
not formally in curriculum |
conducive environment |
| Language |
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- Tracing paper and other writing instruments
- A well-stocked bookcase
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| Oral language |
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| Nursery rhymes, poems, songs |
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| Storybook reading |
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| Emerging literacy skills |
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| Cognitive development |
| Math & number sense |
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| Time & space |
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- Calendars and clocks
- Maps
- Building blocks
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| Sci. reasoning/physical world |
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- A place for science activities such as growing plants
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| Music |
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| Visual arts |
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- Materials such as paint, ink, paintbrushes, crayons, markers, chalk, paper, etc.
- Art work on the walls
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| Physical activity |
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- A playground with climbing equipment
- Bean bags, balls, and other objects that children can throw, kick, and play
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| Other subjects taught |
In early childhood, Montessori students learn through sensory-motor activities, working with materials that develop their cognitive powers through direct experience: seeing, hearing, tasting, smelling, touching, and movement.
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The teacher, child, and environment create a learning triangle. The classroom is prepared by the teacher to encourage independence, freedom within limits, and a sense of order. The child, through individual choice, makes use of what the environment offers to develop himself, interacting with the teacher when support and/or guidance is needed.
Multiage groupings are a hallmark of the Montessori Method: younger children learn from older children; older children reinforce their learning by teaching concepts they have already mastered. This arrangement also mirrors the real world, where individuals work and socialize with people of all ages and dispositions.
Dr. Montessori observed that children experience sensitive periods, or windows of opportunity, as they grow. As their students develop, Montessori teachers match appropriate lessons and materials to these sensitive periods when learning is most naturally absorbed and internalized.