Early Childhood Primary Program (3 - 6 years)
Dr. Maria Montessori characterized the 3 to 6 year-old child as possessing an extraordinary capacity, the ability to absorb information from his or her surroundings. Dr. Montessori named this quality "the absorbent mind." The child from 3 to 6 is a sensorial explorer, soaking up every aspect of the environment, including language and culture. Dr. Montessori recognized the motto of this young child to be "help me to do it myself." Development during this period focuses on learning to be independent. The corresponding education environment, then, should support this natural drive, enabling the child to become competent, and therefore confident. The Montessori approach embraces the full development of the youngster, addressing all aspects (physical, social, emotional, and cognitive) of the whole child.
Characteristics of the Montessori Early Childhood Primary Program Social and Emotional Development
In a Montessori prepared environment, children are mixed in ages, within a 3-year developmental span. Mixing ages enables the older, more socially advanced and capable children to become role models for the younger ones. A feeling of community develops as younger children are aided by older ones and as older children learn patience, nurturance, and an appreciation for other perspectives through their experiences with younger children. In a mixed-age classroom, children can choose friendships based on common interest, not just age. Respect for themselves, for others, and for the environment, forms the basis for all classroom rules. As children are treated with respect by the adults, they learn to treat themselves and others in kind.
Physical and Motor Development
To become independent, children must develop motor coordination and control. The freedom of movement found in the Montessori early childhood environment allows children the opportunity to learn to control their bodies in a defined space. The activities of Practical Life instill care for oneself, for others, and for the environment. These exercises include pouring liquids, preparing food, washing dishes, setting a table, polishing silver or shoes, and dealing gracefully and courteously with social encounters. Through these tasks and experiences, children learn to concentrate, coordinate their movements, and develop fine-motor skills. Practical Life activities are the foundation of all future academic work because they promote concentration, order, and a complete work cycle. The Sensorial materials are designed to enable 3 – 6 year-olds to identify and refine information obtained through their senses, and to order and classify sensorial impressions. By seeing, smelling, tasting, listening to, touching and further exploring the sensorial properties of these materials, children begin to classify and eventually name objects and attributes in their environment.
Cognitive Development
Because the 3-6 year-old child’s mind is absorbent, this is the ideal age to assist the development of brain pathways. Montessori observed that the child of this age was in a "sensitive period" for absorbing language, both spoken and written. The Montessori early childhood classroom is rich in oral language opportunities – listening to stories or reciting poems, singing and conversing with others. Introduction of the Montessori sandpaper letters connects each spoken sound with its symbol, supporting the development of writing, and eventually, reading. Young children are intrigued by numbers – knowing how much or how many provides another dimension in understanding the world.
The Montessori math materials and lessons help children to develop an understanding of math concepts through the manipulation of concrete materials, building a secure foundation of math principles, skills, and problem-solving abilities.
Science, geography, history, art, and music are all incorporated into the early childhood environment. They are presented in sensorial ways with specially designed materials and real-life experiences.
In geography, children learn not only about the names of countries, but the life of people and their respective cultures. They develop a sense of respect for different cultures, recognizing that we all belong to the family of people.
Young children are natural scientists. Watching and caring for classroom animals and plants creates an interest in science lessons and a reverence for life.
Art and music give the children an opportunity for creative and joyful self-expression, as well as experiences with great music and works of art.
The materials in the Montessori environment are designed to isolate one concept at a time in a very concrete manner. Children work with materials that are self-correcting, thus allowing for auto-education. "Errors" are viewed as a necessary and helpful part of the learning process. The Montessori materials provide a bridge from the known to the unknown, allowing children to evolve gradually from concrete, experience-based learning toward increasingly abstract thought.
Characteristics of the Montessori Early Childhood Primary Program Social and Emotional Development
In a Montessori prepared environment, children are mixed in ages, within a 3-year developmental span. Mixing ages enables the older, more socially advanced and capable children to become role models for the younger ones. A feeling of community develops as younger children are aided by older ones and as older children learn patience, nurturance, and an appreciation for other perspectives through their experiences with younger children. In a mixed-age classroom, children can choose friendships based on common interest, not just age. Respect for themselves, for others, and for the environment, forms the basis for all classroom rules. As children are treated with respect by the adults, they learn to treat themselves and others in kind.
Physical and Motor Development
To become independent, children must develop motor coordination and control. The freedom of movement found in the Montessori early childhood environment allows children the opportunity to learn to control their bodies in a defined space. The activities of Practical Life instill care for oneself, for others, and for the environment. These exercises include pouring liquids, preparing food, washing dishes, setting a table, polishing silver or shoes, and dealing gracefully and courteously with social encounters. Through these tasks and experiences, children learn to concentrate, coordinate their movements, and develop fine-motor skills. Practical Life activities are the foundation of all future academic work because they promote concentration, order, and a complete work cycle. The Sensorial materials are designed to enable 3 – 6 year-olds to identify and refine information obtained through their senses, and to order and classify sensorial impressions. By seeing, smelling, tasting, listening to, touching and further exploring the sensorial properties of these materials, children begin to classify and eventually name objects and attributes in their environment.
Cognitive Development
Because the 3-6 year-old child’s mind is absorbent, this is the ideal age to assist the development of brain pathways. Montessori observed that the child of this age was in a "sensitive period" for absorbing language, both spoken and written. The Montessori early childhood classroom is rich in oral language opportunities – listening to stories or reciting poems, singing and conversing with others. Introduction of the Montessori sandpaper letters connects each spoken sound with its symbol, supporting the development of writing, and eventually, reading. Young children are intrigued by numbers – knowing how much or how many provides another dimension in understanding the world.
The Montessori math materials and lessons help children to develop an understanding of math concepts through the manipulation of concrete materials, building a secure foundation of math principles, skills, and problem-solving abilities.
Science, geography, history, art, and music are all incorporated into the early childhood environment. They are presented in sensorial ways with specially designed materials and real-life experiences.
In geography, children learn not only about the names of countries, but the life of people and their respective cultures. They develop a sense of respect for different cultures, recognizing that we all belong to the family of people.
Young children are natural scientists. Watching and caring for classroom animals and plants creates an interest in science lessons and a reverence for life.
Art and music give the children an opportunity for creative and joyful self-expression, as well as experiences with great music and works of art.
The materials in the Montessori environment are designed to isolate one concept at a time in a very concrete manner. Children work with materials that are self-correcting, thus allowing for auto-education. "Errors" are viewed as a necessary and helpful part of the learning process. The Montessori materials provide a bridge from the known to the unknown, allowing children to evolve gradually from concrete, experience-based learning toward increasingly abstract thought.