Montessori Education is fundamentally a model of human development and an educational approach based on that model. Having children be at liberty to choose and act freely within an environment will engage the student, having him or her participate and maintain focus. Quite often they will return to the preferred activity of their choice. The environment will allow independence in a prepared setting.
Our curriculum is similar to that of a traditional program and will include the following:
Early years curriculum is a sum total of experience, activities, and events that occur within an inclusive environment designed to foster children's well being and development and ensure meaningful participation for every child. It begins with an informed understanding of what children are capable of learning and how they learn effectively. It sets goals for children's learning and development and is an expectation for all registered childhood educators in Ontario. An understanding of children, families and teaching staff has a profound impact on what happens in an early years setting. Children are competent, capable of complex thinking, curious and rich in potential. They grow up in families with diverse social, cultural, and linguistic perspectives. Every child should feel that he or she belongs, is a valuable contributor to his or her surroundings, and deserves the opportunity to succeed. When we recognize children as capable and curious, we are more likely to deliver programs and services that value and build strengths and abilities. No prerequisite Montessori school experience necessary.
Our Montessori "How Does Learning Happen" will:
A child undergoes a notable, striking physical and psychological development during this period. It's important to get through this stage with the right programming, feedback and support. The first "plane" child is seen as a sensorial explorer who is eager to learn and is almost constantly engaged in developing his/her psychological independence blueprint. The young child's mind and behavior is naturally able to assimilate sensorial stimuli of his/her environment including information from the senses, languages and music. Activities are presented and the children are then led to explore, after which these activities may be chosen more or less freely as their interest's guide. Some examples of classroom materials would include items for engaging in practical skills such as pouring and spooning, washing up, scrubbing tables and sweeping. Tools and support materials are provided for the development of the senses, math, language, music, art, culture and science. Examples of science based materials include activities such as "sink and float", magnetic and non magnetic. The Montessori system is typically hands on. One well known aid for the instruction of math is bead chains which is used primarily to teach multiplication. How this works: One bead represents a unit, a bar of ten beads together represent 1x10, then a flat shape is created by fitting 10 of the bars together to represent 10x10, and a cube created by fitting 10 of the flats together to represent 100x10. They aid in the understanding of multiplication and are also intriguing and fun to play with. To teach writing and to gain the understanding of letters students can sometimes use sandpaper letters. They are created by cutting letters out of sandpaper and placing them on wooden blocks. Children can then trace the letters with their fingers to learn the shape and sound.
Children are keen observers and are amazingly creative. We occasionally introduce new materials for the children to work with and create. Our children have created some amazing things in the play area with items such as branches, leaves and bark. Developing an understanding and love for nature is a good thing as children may then care for its survival, it can lead to a sense of greater awareness while encouraging participation in quality pastimes. But a growing body of evidence is starting to show that it’s not so much what children know about nature that’s important, as what happens to them when they are in nature (and not just in it but being allowed freedom to explore, play and create). More children today are interested in the natural world than ever before; they watch it online and on television but fewer and fewer children are experiencing it first hand, on their own or with friends. Literally dozens of studies from around the world show regular outdoor time produces significant improvements in attention deficit hyperactivity disorder, learning ability, creativity and mental, psychological and emotional well-being. Free and unstructured play in the outdoors boosts problem solving skills, focus and self-discipline. Socially, it improves co-operation, flexibility, and self-awareness. Emotional benefits include reduced aggression and increased happiness. Children will be smarter, better able to get along with others, healthier and happier when they have regular opportunities for free and unstructured play outdoors.
Singing and music is an important part of our culture. Music is present in many aspects of our lives and is sometimes part of family culture. Though music seems ever present, there is something special about hearing a live performance as the sounds and experience cannot be replicated by technology. Children are eager and excited when they see someone play and make music. Many parents now understand that music can positively impact child development, improve social skills and have children become confident in front of a group, if they participate in performances of their own. The skills for public speaking and musical performances have many traits in common.
The primary school and early secondary school years are a crucial time during which children acquire coordination and complex technical skills. If they play several games or sports during this period they can develop significant physical advantages over children who don't experience or engage with sport. Tennis in particular provides countless physical benefits for children at an early age. It develops their hand eye coordination, gross motor control (through court movement and ball striking), fine motor control along with balance and body coordination all while building leg strength, agility and flexibility. Tennis also promotes overall good health in children, helps develop improved bone density and strength, and a robust immune system. Ask children what their favorite sport is and few if any will say tennis. Have them play and most if not all will thoroughly enjoy it. We will be utilizing foam balls, age specific rackets and nets. Rackets are to be provided by parents/guardians We are not a tennis academy but our program will provide an introduction to the sport and regular opportunities to play. Private lessons and programs can be expensive, our program represents an opportunity. If you are not convinced, studies from Northeastern University neuroscientists show that doing enough physical activity to improve cardiorespiratory fitness in childhood is directly related to the structure and function of the developing brain. It also increases the formation of synapses between neurons, increasing the ability of different parts of the brain to talk to each other. But one of the most fascinating and newly discovered benefits of childhood exercise is one hidden inside our skeletons. Studies have found that bones & muscles retain a "memory" of early life exercise that lasts well into adulthood even if exercise patterns change. Tennis is a sport that can be played throughout one's life well into the retirement years.