Lakeside Montessori25th Anniversary
Building Intellect, Creativity & Character

Curriculum Outline

  • Social skills and graces
  • Self-care
  • Care of environment
  • Fine/gross motor skills
  • Movement
  • Sensorial
  • Beginning geometry
  • Numerals, sequencing and quantity
  • Introduction to operations
  • Basic art and music
  • Language enrichment
  • Phonetic and sight reading
  • Integrated language development
  • Writing
  • Geography
  • Introduction to science subjects and skills
  •       Principles of Montessori

    • Mixed-age grouping
    • Gross and fine motor skill development
    • Freedom of choice with responsibility
    • Children progress at own pace
    • Child-centered process
    • Emphasis on self-discipline
    • Positive behavior modeled and reinforced
    • Respect for self means respect for others
    • Children teach each other
    • Appreciation and respect for all life
    • Character development
    • Individual as well as group instruction
    • Self-teaching materials
    • Emphasis on creative problem-solving
    • Specially trained teachers
    • Peace through education
    • Individualized developmental learning

    Montessori Compared to Traditional Education

    The goal of Montessori and most traditional education is generally the same: to provide learning experiences for the child. However, a difference in emphasis and method makes this learning experience quite different in a Montessori classroom.

    Montessori

    Emphasis on whole-child development

    Teacher is guide; children learn primarily from
    self-correcting materials
    Mainly individual instruction
    Child moves at own pace
    Curriculum adjusts to child's interests and needs
    Child has large role in determining his work
    Child moves and speaks at will
    Child allowed to follow interests
    Environment and methods encourage self-discipline
    Child reinforces learning through repetition of work and internal feelings of success
    Calm, orderly, beautiful work space
    Clear expectations and teaching related to
    character development
    Traditional
    Emphasis on what a child can produce
    Teacher is source of most information
    Mainly group instruction
    Pace is set by group norm
    Child must adjust to curriculum
    Child has little or no role in determining curriculum
    Child's movement and expression are usually restricted and controlled by adult
    Child generally allotted time per project
    Teacher is source of discipline
    Learning reinforced externally by rewards and critical feedback
    High-stimulus, often chaotic, disorganized environment
    Little emphasis on practical skills for proper behavior



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