Our Montessori Preschool and Pre-K areas are prepared daily as safe environments that promote individual work, and are designed to meet your child's needs (social, physical, emotional, and intellectual), as an alternative to regular childcare. Our teachers works with the children individually and in groups, in activities designed to promote discovery and creativity in learning.
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In the preschool and pre-K Montessori environment, all the materials are neatly kept on the shelves. Everything in the classroom has a place. Once the child is finished with a material he/she puts the material back on the shelf where it belongs. The teacher works with each child individually and in groups. The Montessori philosophy believes that the children should be allowed to do things for themselves and be as independent as possible.
Our preschool areas are prepared environments that promote individual work, designed to meet your child's needs (social, physical, emotional, and psychological). It will aid your child toward independence and self–care, while building social skills, grace, and courtesy. Our classrooms offer activities in the following areas: Practical Life (sweeping, pouring), Language (matching objects to pictures), Science (things in our pre-K environment), Art (painting, coloring, play-dough), Math (counting, sorting), Sensorial (sizes, weights, colors, textures), Manipulative (stringing, lacing). Puzzles and Blocks
There are differences between a Montessori Program and a regular preschool or pre-K program. The Montessori program is individually-based and a regular preschool is group based (everything is done in a group). Montessori believes that the child needs order in his/her environment, the child needs freedom to choose his/her own work, and the child needs the freedom to repeat the activity (Note: Montessori teachers call their educational activities "work."). Another difference between a Montessori Program and a regular preschool program is that many preschools are theme based. The teacher picks a theme for the week or month. In Montessori there are no themes. A Montessori classroom might choose to explore animals or people but all projects are ongoing. If something is brought into the classroom it usually becomes part or the curriculum.
The role of the Montessori teacher is to observe the children. She is looking for what interests the child. Interest is the key to learning. Each child has his/her own interests and the teacher must observe each child's interests, so when the teacher gives a presentation (shows how to use the material), she can use each child's interest to draw them into an activity. The teacher is always introducing the children to new material and encouraging the children to learn new things.
|6:30-8:30||Arrival and settling in the new environment. Welcome the children and make them feel comfortable. Eat breakfast if necessary. Potty training. Work with puzzles & books. Help children develop social skills.||Greet the children as they arrive, help them hang their jackets, get ready for breakfast if necessary & get them involved in an activity.|
|8:30-11:30||Start Montessori time with music & movement. Group lessons:
Break up into groups & go to the respective areas. Help children learn: language skills, quantity and number concepts. Recognition of shapes, colors, dimension, textures, self–help skills, grace and courtesy, nature, the environment, develop small motor skills, concentration skills and other developmental skills. Aesthetic skills. Colors, shapes and sequencing skills.
Open snack time while continuing Montessori work.
Developing social skills, self–esteem and independence.
|Teach children proper method of washing hands before eating. Snack is prepared and left on the snack table where the children will serve themselves and sit down to eat.
Children take bathroom breaks as need.
Acknowledge birthdays, special occasions, weather, calendar dates, show and tell seasons. We will discuss topics for about 15 minutes.
Presentations of various Montessori materials are introduced and children work individually at the child's pace. Many sorting, pairing and grading activities are available, objects for counting; sandpaper numbers, pictures of animals, objects, nature etc. are introduced. Color tablets, cylinder blocks are some of the activities used for sensorial.
Children work in different areas: math, language, sensorial, science, geography and practical life.
Children learn to wash their hands and serve snack according to the directions. This helps them build self esteem and confidence so that they can do things for themselves. They also learn that they must be quiet so as not to disturb the other children. This teaches them to respect other people.
|11:30-12:45||Get ready for large motor time & transition into lunch time. Eat lunch. Proactive good hygiene skills, proper washing of hands. Good table manners practiced.||Climbing, sharing toys, balls etc. This teaches them how to share.
Kids get to put on their shoes, jackets etc. & get ready to go outside. In the winter time the teachers help them but encourage the children to learn to help themselves. Most kids love to tie their own shoe laces etc. They are beginning to show signs of independence. If we cannot go outside we use indoor large motor activities like "parachute" etc. lets eat a healthy lunch.
|1:00-2:30||Story time and wind down for naps, with soft classical music.||Most kids take naps, for those who don't nap it is rest time for 20 min. and then library time/Montessori work and reading.|