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 |
|
