Quality of educational philosophy

The Montessori method - the heart of our philosophy -
to impart knowledge
and provide opportunities to learn life skills,
  which together
    support the development of the whole person and
    provide the foundation for purposeful, responsible, fulfilling lives.

• Through educational materials
• Hands-on learning
• Allowing the child freedom to choose the interests he is most ready to develop
• Respecting the child
• Providing worthwhile tasks to pursue

A prepared environment

• to train the senses,
• to stimulate curiosity,
• to satisfy the child's needtoknow
• and to protect him from unnecessary failure

• Using toddler sized tables, chairs, sinks, stools, bookshelves, mirrors to appeal to the child's natural curiosity.
• Positioning activities around the room for toddlers to choose independently.
• Providing activities dealing with a particular theme, skill or subject of value to toddler development. They allow toddlers to begin to experience concepts of sequence, form, shape, movement & sound.
• Changing and evolving activities as the children grow physically, emotionally, and intellectually.
• Providing learning living skills, e.g. getting dressed, preparing snack, setting the table, sweeping the floor, using breakable objects rather than plastic substitutes; thereby creating an instantaneous surge of pride.

Multi age groupings

Called family groupings, classes are composed of children ranging in age from 19 to 36 months.

• Peer teaching, broad social interaction, individual differences in learning style and pace.
• Creating a social community of family.
• Providing the youngest children with role models as the more experienced (or mature) students share what they have learned while reinforcing their own learning.
• More conversation, interaction and language experience than in conventional early education settings.

A schedule

Each Montessori class, from toddlers through elementary, operates on the principle of freedom within limits. Every program has its set of ground rules which differ from age to age, but is always based on core Montessori beliefs respect for each other and for the environment.

• Not forcing toddlers into compliance with routines; rather, they are stimulated and encouraged to take part voluntarily in the maintenance of order.
• A schedule which allows large blocks of time to complete tasks, to problemsolve situations and to learn new ideas.
• Uninterrupted time to finish an activity successfully and to enjoy the process which ensures the development of self esteem.
• Freedom of movement to interact with other children and select activities.

Promote independence

Children are given freedom to develop according to their own needs and tendencies within definite limits. This freedom allows the child to develop independence, good working habits and self discipline.

• The Practical Life area which provides the toddler with opportunities to learn life skills like pouring, spooning, washing, preparing food, watering plants etc.
• Children are free to work at their own pace with materials they have chosen, either alone or with others.
• A classroom atmosphere which encourages social interaction for cooperative learning, peer teaching and emotional development.
• Educating the child to make decisions for himself.
• A child directed program. Children are encouraged to pursue their interests, make responsible choices for themselves and direct themselves to constructive activities. Since children's interests vary, this opportunity results in an independent, selfmotivated learner.

The teacher

The Montessori teacher functions as designer of the environment, resource person, role model, demonstrator, record keeper, and meticulous observer of each child's behavior and growth.

• Continually seeking out new experiences for the toddlers that will stimulate their sense of curiosity.
• Montessori professionals with extensive training, certified for this age group. Skilled in the language for interacting with toddlers, and providing the respect, tenderness, warmth, and patience that allow the children to blossom.
• The teacher relies on her observations of the children to determine which new activities and materials may be introduced to an individual child or group. (The premise being to 'follow the child' and his or her development level)