Work Cycle
In a Montessori class, there are ideally one or two uninterrupted work periods each day, not broken up by required group lessons. Adults and children respect concentration and do not interrupt someone who is busy at a task. Groups form spontaneously or are arranged ahead by special appointment. They almost never take precedence over self-selected work.
Vertical Grouping
Children are grouped in mixed ages and abilities and spend two full years in the same classroom. There is constant interaction, problem solving, child to child teaching, and socialization. Children are challenged according to their ability and never bored. Children observe and learn from each other.
The Directress
Montessori believed that the teacher’s primary function is to observe the child and to direct the child toward the activities and materials which will help him/her mature along natural lines, hence the term Directress. The teacher is there to help the child on his/her path of self-discovery and education. A Montessori teacher recognizes that each child is an individual with individual learning needs.
Prepared Environment
The environment is arranged according to subject area (Practical Life, Sensorial, Math, Literacy, Culture and Creativity) and children are always free to move around the room and between subject areas. There is no limit to how long a child can work with a piece of material. At any one time in a day, all subjects -- math, language, science, history, geography, art, music, etc., will be worked with, at all levels. The environment contains everything a child of this age needs for his/her development and education. It is a safe and reliable place where the child feels free to move around as s/he wishes and to explore. The child has complete freedom in the prepared environment, within limits.
- Practical Life: One of our goals is to develop a strong and realistic sense of independence and self-reliance in the young child. This area of the curriculum focuses on developing skills that the child has seen at home (pouring, zipping, folding etc) while at the same time developing concentration, independence, cognitive order, task organization, self-discipline and motor skills. There is a growing pride in being able to ‘do it by myself.’ Practical Life begins when the child enters the classroom and continues throughout the curriculum with age appropriate activities.
- Sensorial: In the Sensorial area of the Montessori classroom the child develops and explores concepts of perception, observation, fine discrimination and classification that play a major role in helping him/her to develop a sense of logic and concentration. Each of the five senses is isolated through carefully thought out activities, thereby helping the child to make sense of the world in which s/he lives.
- Mathematics: The Montessori Mathematics materials allow the child to begin his/her mathematical journey from the concrete to the abstract through manipulation, experimentation and invention. The Montessori approach to Mathematics is very logical, clear and effective. The child internalizes mathematical skills such as number, symbols, sequence, place value, arithmetic operations, and memorization.
- Language: The Montessori Language curriculum starts by preparing the child’s hand and arm muscles for drawing and writing through specifically designed materials. The child then moves on to learning letter sounds, blending, reading and writing; through multi-sensorial materials in a gradual and logical fashion. Due to vertical grouping, the younger children are constantly exposed to the older children who may already be reading. This tends to create enthusiasm and a spontaneous interest in learning how to read amongst all children.
As we have incorporated the Jolly Phonics program into the Montessori curriculum at Soong Ching Ling Kindergarten, there will be additional circle times to focus on literacy. The children in their second year of the Montessori program will also be introduced to 45 High Frequency words in accordance with our Reception classes. - Cultural Studies: In the Cultural Studies area, the child is provided with individual activities that gradually help him/her to acquire more detailed knowledge in the areas of biology, geography, history and science. Additionally, the multi-cultural environment of our school provides first hand knowledge in which these topics come alive.