Montessori classrooms are multi-aged learning environments, based on Dr. Montessori’s stage theory of human development, which she called The Four Planes of Development. In the first plane from birth to age six, the child is characterised by his or her "absorbent mind", absorbing all aspects of his or her environment, language and culture. In the second plane from age six to twelve, the child uses a "reasoning mind" to explore the world with abstract thought and imagination. In the third plane from twelve to eighteen, the adolescent has a "humanistic mind" eager to understand humanity and the contribution he or she can make to society. In the last plane of development, from age eighteen to twenty-four, the adult explores the world with a "specialist mind" taking his or her place in the world. Maria Montessori believed that if education followed the natural development of the child, then society would gradually move to a higher level of co-operation, peace and harmony.
The first three years of life are the most fundamental in the development of human beings and their potential. The infant's physical development is phenomenal and apparent and inspires our care and attention. Yet a profound and less obvious development is taking place within the child.
During the first three years of life the child's intelligence is formed. They acquire the culture and language into which they have been born. It is a period when the core of personality and the social being are developed. An understanding of the child's development and the development of the human mind allows environments to be prepared to meet the needs of the infant and foster independence, motor development and language acquisition.
This the name given to the early childhood setting for children from eight weeks old to the developmental milestone of walking independently. This programme is created especially to support working parents.
After they begin to walk, children join the toddler group where their primary motor coordination, independence and language are cultivated. Rather than a classroom, it is a nurturing community where very young children experience their first structured contact with other children.
The Parent-Infant Programme provides an environment in which parents and children from 8 weeks to 3 years interact with the guidance of a trained Montessori educator. Parents learn how to observe what their children are doing, do in order to know what experiences to offer them.
Increasingly, these programmes are offered in Montessori Early Learning Centres as part of a long day care format.
Montessori 'school' starts at 3 years of age. The 3 to 6 year old child is undergoing a process of self-construction. The application of the Montessori philosophy and the specifically designed Montessori equipment aids the child's ability to absorb knowledge and continue this path of self-construction. Acquisition of one's own first culture is the child's central developmental drive in the first plane of development.
The pre-school environment serves this drive abundantly, bringing the world to the child. Globes, maps, songs, land forms, collections of pictures of life in different cultures, and much more, is offered, with the aim of helping the child to grow as an individual appreciating the larger context of his or her world.
The ‘Children’s House’ is the pre-school and/or long day setting for children from three to six years of age. Often called 'Stage 1', children in a Montessori Children's House preschool will normally attend 5 days a week, with 3-4 year olds attending morning sessions, then moving to the full day session in the final year (extended day). Montessori Early Learning Centres offer this programme within their long day care settings.
There are four main areas in the pre-school program: Practical Life, Sensorial, Language and Mathematics. Considerable emphasis is also placed on Creative Arts, Music, Science, Geography and Cultural Studies.
Practical Life: The Practical Life component of the Montessori approach is the link between the child's home environment and the classroom. The child's desire to seek order and independence finds expression through the use of a variety of materials and activities which support the development of fine motor as well as other learning skills needed to advance to the more complex Montessori equipment. The practical life materials involve the children in precise movements which challenge them to concentrate, to work at their own pace uninterrupted, and to complete a cycle of work which typically results in the feelings of satisfaction and confidence. Practical life encompasses four main areas: Control of Movement, Care of Person, Care of Environment , and Grace and Courtesy.
Sensorial: From an early age children are developing a sense of order and they actively seek to sort, arrange and classify their many experiences. The sensorial component provides a key to the world, a means for a growth in perception, and understanding that forms the basis for abstraction in thought. The sensorial materials give the child experience initially in perceiving distinctions between similar and different things. Later the child learns to grade a set of similar objects that differ in a regular and measurable way from most to least. Each piece of equipment is generally a set of objects which isolate a fundamental quality perceived through the senses such as color, form, dimension, texture, temperature, volume, pitch, weight and taste. Precise language such as loud/soft, long/short, rough/smooth, circle, square, cube and so on is then attached to these sensorial experiences to make the world even more meaningful to the child.
Language: Maria Montessori did not believe that reading, writing, spelling and language should be taught as separate entities. Pre-primary children are immersed in the dynamics of their own language development and the Montessori approach provides a carefully thought-out program to facilitate this process. Oral language acquired since birth is further elaborated and refined through a variety of activities such as songs, games, poems, stories and classified language cards.
Indirect preparation for writing begins with the practical life exercises and sensorial training. Muscular movement and fine motor skills are developed along with the ability of the child to distinguish the sounds which make up language. With this spoken language background the directress begins to present the alphabet symbols to the child. Not only can children hear and see sounds but they can feel them by tracing the sandpaper letters. When a number of letters have been learned the movable alphabet is introduced. These cardboard or wooden letters enable the child to reproduce his or her own words, then phrases, sentences and finally stories. Creativity is encouraged and the child grows in appreciation of the mystery and power of language. Other materials follow which present the intricacies of non-phonetic spelling and grammar. Because children know what they have written, they soon discover they can read back their stories. Reading books both to themselves and others soon follows.
Mathematics: Mathematics is a way of looking at the world, a language for understanding and expressing measurable relationships inherent in our experience. A child is led to abstract ideas and relationships by dealing with the concrete. The child's mind has already been awakened to mathematical ideas through the sensorial experiences. The child has seen the distinctions of distance, dimension, graduation, identity, similarity and sequence and will now be introduced to the functions and operations of numbers. Geometry, algebra and arithmetic are connected in the Montessori method as they are in life. For instance the golden bead material highlights the numerical, geometrical and dimensional relationships within the decimal system. Through concrete material the child learns to add, subtract, multiply and divide and gradually comes to understand many abstract mathematical concepts with ease and joy.
"My son loves going to school at Creative Kids because he feels safe and valued by his teachers and because he is provided with so many opportunities to learn through work & play, develop new skills that help to foster a sense of independence and to learn new information about the world around him. The teachers at Creative Kids Montessori provide wonderful care to the children and they carefully plan a program that is meaningful, engaging and fun. They do this while honouring the children's’ innate sense of curiosity and desire to learn."
"Creative Kids Montessori is absolutely wonderful! Our daughters thrived and loved every minute of their time there. The programing is both educational and engaging with a focus on Montessori, Arts, Literacy. We felt lucky to have our girls in such an inspirational, supportive and loving childcare surrounded by dedicated teachers."
Joanne and Neil McDewarParents
"We’ve been so fortunate to have our son attend Creative Kids Montessori & Fine Arts Academy. Creative Kids is comprised of a very dedicated, experienced, and knowledgeable staff. Their approach with their students is one of respect, patience, and care. As parents we are elated with our son’s progress in various skills and habits, and for these reasons would recommend without hesitation that all parents consider Creative Kids Montessori Preschool/Daycare."
"Our sons last two years at Creative Kids Montessori have been filled with incredible learning experiences. Not only has he learned to count, read and write, but he has overcome many social challenges. I am very thankful for the teacher's compassion, love and patience. They really made a difference."
Tanis & Doug HurtParents
"As a parent of 2 1/2 and 4 year olds enrolled at Creative Kids Montessori, it is with great confidence that I recommend this school. If you are in search of a nurturing, educational and well-rounded child-care program, look no further. Teamed with experienced and caring teachers, my children receive the best in Montessori education. Not only do my children come home having obtained valuable educational tools, but they come away happy and confident."
“It is true that each one of us has not always been a grown-up person. We have, each of us, been a child. From the child has come our personality, our humanity. ”