Our curriculum is based on Montessori all-round educational curriculum.
The principles are:
education is an aid to the natural development of the child.
the child has an absorbent mind and is sensitive to language.
the child's main task is to explore and manipulate the environment to build his inner qualities. the child needs a loving , safe, motivating and challenging environment.
the adults in the environment are a link between the child and his environment.
the child needs a structured environment where he gem all the experiences needed in a balanced way and an environment where he will be encouraged instead of frustrated, be able to build self-esteem instead of feeling unimportant.
Scientifically designed to develop, refine, classify and grade the stimulation. children receive through their senses. These activities have five areas
Visual: color tablet, geometric shapes, . -etc.
Hearing: sound box. bells, ..etc.
Testing: testing tray, etc.
Smelling: smelling bottles, ..etc.
Touching & tactile senses: pink tower, broad stairs etc.
All the activities in math are designed to develop the child' mathematic mind. Learning begins with the child's use of concrete material such as number rods spindle box. geometric shapes, fraction puzzles, and many hands on math games for number relationship, sorting, matching and place value.
The activities are organized to develop the natural language development of the children. Throughout the day there is lots of story telling. Singing, music and self expression. The sounds of the alphabet are presented in phonics, reading and writing, all in a natural way. Vocabulary development is emphasized in all subjects. Most five year olds will attempt reading and writing on their own with little effort and much enjoyment. Children will be exposed to foreign language.
Children will conduct safe and fun experiments and learn to identify. classify and grade and record their findings through observation of plants, animals. Humans within the environment.
Geography: Children are introduced to the globe -"the world they live on'- and learn the land and water form by floating miniature boats on a miniature lake. gulf, etc. Then they will proceed to play on a world map puzzle, etc. They will learn the different continents, countries and the USA.
is introduced through their own (age) of time line and through the concept of time beginning with I minute, 3 minutes, 5 minutes, to 1 hour With a timer tied with a clock and their life time line one month. 3 months, 6 months and I year. etc.
is directly tied to their experience in geography and history and children and to their experience with different people of the world and their music, dance, language, and culture.
Appreciation of different cultural art and craft work is provided. Children are exposed to different kinds of art Skills, i.e. painting, drawing , sewing, looming, collage, and printing.
Children appreciate culturally diverse music. Music is provided as part of the daily routine in the form of rhythm. instruments. dancing, singing, finger plays and a variety of Christian and classical music is played.
The whole program is designed to nurture the large, small and the fine motor development. In all areas of the curriculum strength and coordination are developed.
The foundation for all of learning at Kidus Montessori School is the child's independence. Our motto is "Whatever a child can do for himself, he should be allowed to do." Since children change and grow daily in their skills and knowledge, it is required of the adult to observe these changing needs and abilities. When examining a task, we break it down into the parts that the child can do for himself, and those that he cannot do. Allow him to perform the parts he can do (such as zipping his coat or putting on his shoes), while you do the parts he cannot do (such as starting the zipper, and tying his shoes.)
A key concept in Montessori education is respect of each child as an individual. Words, as well as actions, convey this respect. Our teachers practice the art of "active listening" and "I- statements" to help children get in touch with their own feelings. They also try to eliminate phrases of flattery such as "good job, great job, very good" and, instead to say, "You're proud of your work!" Teachers also attempt to eliminate the ubiquitous phrase, "you need to..." Instead, teachers say, "We walk in school;" or "Please wash your hands before lunch!"