The early childhood curriculum empowers the child to learn and grow. Children learn through responsive and reciprocal relationships with people, places and things.
- We will provide a prepared environment with a profound respect for the potential of each child.
- We aim to nurture the love of learning where children will develop at their own level and to their own potential.
- We aim to provide an environment where children can develop their sense of order, and their ability to distinguish, classify and catalogue external things thus developing intellectual and cultural awareness.
- We endeavour to provide an environment of respect and a developing sense of appreciation and responsibility for the well-being of both living and the non- living environment; caring for animals, caring for plants, and caring for each other.
- We take pride in our community and strive to foster turangawaewae (a sense of belonging) where children, parents and whänau know they have a place, are welcomed, and are involved in the program in ways that are meaningful to them, with opportunities provided for families to meet each other.
- We will provide an environment which bases the learning experiences on Dr Montessori’s words, “Help me to help myself “.
To build a community not just a childcare service,
To foster Turangawaewae – a place of belonging
To deliver Montessori education for every child in line with the New Zealand culture and Te Whariki
The Montessori approach begins with a great respect for the potential of each child and an environment specially prepared with this in mind. There is order, variety and choice in the prepared environment with activities ranging from simple to more complex. The cognitive or intellectual, physical, social, emotional and spiritual developmental needs of each child are recognized in preparing the environment, for children to experience the joy of learning.
Montessori teaches children to observe, to think and to judge
Practices of the Montessori Method (fall into three categories)
Exercises for Practical Life
To develop concentration, co-ordination, manual dexterity and independence. These exercises are high interest as they re often activities seen around the home. Pouring, mixing, preparing vegetables, dressing frames etc.
Exercises for Sensorial Training
Sight, sound, touch, smell, and taste; opportunities for classifying, categorizing and comparing.
Exercises for Didactic Training
Academic teaching in; language (phonics) and reading, maths, geography, culture, science, music and art.
Principles of Montessori Education
- Education for a New World
- Education from Birth for the whole of life
- The Prepared Environment
- The Absorbent Mind
- Respect for the Child
- Education of all the Senses
Aim of Montessori Education (to develop in each child)
- Persistence in completing a task
- Creative self-expression
Emotional and Social Development
In a Montessori class there are mixed ages. Children learn to work alongside each other and respect each other’s choice and work. With the teacher’s guidance and supervision children learn to become self-motivated and are able to choose their own work and take responsibility for completing and putting it away so it is ready for the next person. The children learn therefore to be independent and to consider others.
Periods of Development*
Dr Montessori, after years of observing and taking physical and psychological records on thousands of children, outlined the periods of development between birth and maturity as:
|Birth to 6 Years
||Absorbent Mind – conscious
||Absorbent Mind – conscious
||Acquisition of Culture
||Period of change
||Acquisition of independence
*Educational divisions should correspond to the natural stages in the child’s development.