Articles tagged with Montessori Explained

Practical Life activities in a Montessori classroom assist the child to control and coordinate their moments, and one of the earliest activities introduced in a 3-6 classroom is called “Walking on the Line”.  Montessori saw this as a natural extension of something children liked to do (walking on curbs or tracks) and developed the activity not only to help them control their body, develop balance and perfect equilibrium, but to strengthen the mind’s control of its body’s movements.

In Montessori Education, the specially designed place that children come to work in is called a ‘prepared learning environment’. The first ‘work’ your child will do in the program is to orientate themselves to the new space in which they find themselves, which may take a couple of sessions. 

The space will be arranged in exactly the same way each week in order to assist this orientation process. Each area in the ‘environment’ has a specific order and contains activities or ‘materials’ which serve different purposes for your child’s development.

In recent years there has been much debate about the integration of digital technologies, specifically the use of computers, in early childhood settings. In the view of Montessori educators the disadvantages of computer use in early childhood settings outweigh the advantages. For this reason, computers are generally not found in Montessori early childhood settings for children under six years of age.

The Montessori curriculum is organised in a developmental sequence from one phase of learning to the next. Individual students, however, are able to work successfully through elements of the curriculum in a sequence unique to themselves. For this reason, comparisons between students may not be meaningful. The validity of norm-referenced assessment and the ranking of students are further reduced in the Montessori context because, in a multi-age classroom, there are comparatively small numbers of children at the same age and stage.

From birth children are deeply interested in everything around them. They are driven to explore their world in the service of their own development. If they are to respond to this drive, children need the freedom to explore and discover their environment independently, and to engage their full attention on what interests them with a minimum of interference and interruption.

The study of mathematics is a reflection of the human tendencies for investigation and orientation, for order and classification, for reasoning and making judgements, and for calculating and measuring. In the Montessori Children’s House (children 3-6 years of age), when mathematical concepts are first presented to children, they are embodied in concrete materials.