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THE MONTESSORI METHOD |
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| PHILOSOPHY |
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First introduced in 1908 in Italy by Dr. Maria Montessori, a well known child psychologist and the first woman doctor in Italy, the Montessori method of education is a unique educational method for children. Montessori education became available in the United States first in New York in 1957, by the pioneer Ms. Nancy Rambusch. This method has been highly popular in the Unite States and abroad, especially among families who place a high value on early childhood development.
The main objective of the Montessori method is to harvest the human potential by providing an educational environment to promote independence, curiosity, self-discipline, and love for learning within a multi-age classroom. The most important characteristic of the Montessori method is its outcome: children who develop into confident, self-learning adults. | |
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| CURRICULUM |
The Montessori curriculum is an individualized program, one which respects the child’s own abilities to learning. Consequently, the curriculum seeks and fosters the child’s potential in a much more efficient way. The curriculum also assists the children in learning the importance of observation and concentration, which helps them understand advanced ideas and concepts at an earlier age than usual. It also fosters in the children a feeling of community, cooperation and respect for the individual. |
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| LEARNING MATERIALS |
The Montessori learning materials are arranged on low shelves accessible to the children in an orderly sequence. They are simple and carefully designed to appeal to children at a given level of development. Each material is presented to a child by the teacher only when the child is ready for it, as evaluated by the teacher. These presentations are individual or, in certain occasions, in small groups. Each child works on a selected material, which will provide a centered learning experience to grasp a specific skill or concept.
A child is encouraged to repeat the material until he or she has learnt the particular skill or concept. Dr. Montessori recognized that concrete learning apparatuses make learning much more rewarding. The Montessori learning materials are not the method itself, but rater they are the tools that bring the method about by stimulating the child into learning. Therefore, their importance should never be underestimated. Heritage Montessori Academy is proud to provide the best available Montessori materials. |
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| TEACHERS |
Contrary to traditional schooling, the Montessori method is centered on the activities the children perform rather than on the activities of the teacher in the classroom. Rather than columns without which the structure collapses, the Montessori teachers are obelisks to be emulated, providing safety, guidance and strength. For this reason, a Montessori instructor is commonly referred to as a guide rather than as a teacher.
As the connecting piece between the children and the Montessori materials, the Montessori guides are an extremely important component of the Montessori method. They must be knowledgeable on the significance and objective behind each and every Montessori material. They must be attentive and sensitive to continuously evaluate the growth of each child as to feed them with challenging and rewarding activities. They must be compassionate and yet disciplined, just and active, creative and truthful. They must provide a child with the necessary equilibrium to build the trust and confidence necessary to achieve independence.
Heritage Montessori Academy prioritizes the quality of its guides. Each environment (Toddler & Primary) is headed by a certified Montessori guide, with at least five years of Montessori teaching experience. Each classroom is led by a certified Montessori guide, with at least three years of Montessori experience. Assistants to the guides are preferentially also certified or in the process of obtaining certification. Heritage Montessori Academy is also committed to provide professional growth opportunities to all teaching staff. |
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| NORMALIZATION |
Normalization is a term used by the Montessori method to describe a classroom or an individual child as they develop inner discipline, self-assurance and preference for purposeful activity. A normalized child has the following essential characteristics:
Love for learning,
Ability to concentrate,
Independence,
Self-discipline,
Self-motivation,
Pleasure in working for his or her own sake, and
Ability to work alone |
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ENVIRONMENTS |
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| TODDLER |
The toddler environment at HMA provides the children between the ages of 18 months and 3 years with the first experience in a prepared environment. In this environment, the children can explore and develop their language skills by expanding their growing vocabulary, and refining gross and fine motor skills. It also provides a great opportunity for social interactions.
The toddler environment, designed to be an extension of the home, allows a young child to grow, develop and gain independence in a safe, loving, and secure atmosphere. |
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| PRIMARY |
Each primary classroom at HMA is composed of a balanced, multi-age grouping of 3 to 6 year old children. This environment blends practical life and sensorial activities with social and academic skills. Children learn the satisfaction of performing activities from daily life known as Practical Life. These activities are essential to the development of order, coordination, concentration and independence, skills to last a lifetime.
The manipulative materials are presented to the children by the teachers. These materials engage the children in the study of one to one correspondence, numerals, the decimal system, and basic mathematical operations. They also experience phonics, spelling, writing, language and reading skills. Geography lessons include puzzle maps, land forms, and the study of different countries. Botany, Zoology, Science, Art, Spanish, Computer and Music are integrated into the curriculum as well. | |
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