- Practical Life~ This area helps to develop fine motor skills, promote independence, hand-eye coordination, and encourages a sense of caring for his environment and himself. We also focus on grace and courtesy and awareness of his social environment.
- Language~ Using the sandpaper letters the child gradually works his way toward reading by beinning to sound out letters and gradually advancing to building words using the moveable alphabet. The metal insets are introduced in this area, which encourages the child to hold his pencil properly, concentrate on moving left to right as this is how we read and write. These lessons are almost always presented individually in this area which allows for the teacher to fully observe the child’s learning style and progress.
- Sensorial~ Is where a sense of order is established, the child is able to see how things are put together, patterning and sequencing are all a part of thi area. Sensorial activities involve classifying and organizing using size, color, weight, shape, and incorporating all of the 5 senses to categorize.
- Math~ All material and lessons in math are tangible. We begin with concrete lessons and gradually progress to abstract lessons. Children are better able to “see” the logic and flow of mathematical computations when materials are hands on. By understanding the reasoning behind what is being taught children are often excited and thrive to learn more.
- Science~ We incorporate science into our works areas as we believe it is an important aspect of life. We love to do science experiments and the children are just as eager to participate in them; the outcome is not always a given!
- Cultural~ This includes geography
- Culture (Geography, cooking, etc)
- Music and Art
In MCH’s pre-school we maintain a ratio of 8:1 which enables as much individual attention as possible without taking away the child’s independence.
We have tremendous respect for the child’s natural desire to learn and we instill our ratio to promote and encourage their desire.
In a Montessori environment it is imperative that the teacher act as a facilitator of the classroom instead of a lecturer. This allows for natural exploration and inquistiveness of the child to blossom. It also permits the teacher to observe the child to see where his interest lies and create lessons specific to that child. We believe that all children progress at their own rate and not at a set schedule. Lessons are given according to the child’s abilities, not the teacher. These are a few reasons why a small ratio is so vital in a Montessori classroom.
We also believe that children learn through all their senses, not a select few. All lessons are tangible; the only “rule” is before the child may work with the materials/lessons it must have been introduced to the child by a teacher. This ensures the proper use of the lessons and materials. After all, we are all creatures of habit and if the child is not shown what the lesson is and its purpose it will be more difficult to normalize the child to the environment.