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January 1, 2023
Student Breaks 2016 Record
January 1, 2023
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Local Nursery School Wins High Praise
Vincent Van Gogh
"What would life be if we had no courage to attempt anything?"
About Maria Montessori
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Malta Montessori’s Toddler program is thoughtfully designed to nurture a love of learning in your child’s earliest school experience. Our carefully prepared classroom is child-sized in materials, tools and furniture to fully support the physical, cognitive, social and emotional development of this naturally independent age. The Montessori trained toddler teachers are nurturing role models, caring to the specific needs of each individual child in a safe and secure environment.
Our daily schedule is created to further self confidence and positive growth in the toddler’s life. The three main areas of the toddler classroom are Practical Life, Sensorial and Language Development. Every activity or work in the classroom is chosen to create a special place that encourages exploration through repetition and the daily practice of basic skills. Practical Life includes cooking, cleaning, the tasks of daily living and simple self care. The Sensorial materials allow the child to connect to their world and explore through all five senses. Our teachers aid in Language Development building skills through song and books, a daily circle and conversation among our classroom community.
Children’s House Curriculum
The activities of Practical Life instill care: for oneself, for others, and for the environment. These exercises include pouring liquids, preparing food, washing dishes, setting a table, polishing, and dealing gracefully and courteously with social encounters. Through these tasks and experiences children learn to concentrate, coordinate their movements, and develop fine-motor skills. Practical Life activities are the foundation of all future academic work because they promote concentration, order, and a complete work cycle.
The sensorial materials are designed to enable children to identify and refine information obtained through their senses, and to order and classify sensorial impressions. By seeing, smelling, tasting, listening to, touching and further exploring the sensorial properties of these materials, children begin to classify and eventually name objects and tributes in their environment.
English Language Arts
Because the 3-6-year-old child’s mind is absorbent, this is the ideal age to assist the development of brain pathways. Montessori observed that the child of this age was in a “sensitive period” for absorbing language, both spoken and written. The Montessori early childhood classroom is rich in oral language opportunities- listening to stories or reciting poems, singing and conversing with others. Introduction of the Montessori sandpaper letters connects each spoken sound with its symbol, supporting the development of writing, and eventually, reading.
Young children are intrigued by numbers- knowing how much or how many provides another dimension in understanding the world. The Montessori math materials and lessons help children to develop an understanding of math concepts through the manipulation of concrete materials, building a secure foundation of math principles, skills, and problem-solving abilities.
Science, Geography, Social Studies, Art and Music
All of these subjects are incorporated into the early childhood environment. They are presented in sensorial ways with specially designed materials and real-life experiences. In geography, children learn not only about the names of counties but the life of people and their respective cultures. They develop a sense of respect for different cultures, recognizing that we all belong to the family of people. Young children are natural scientists. Watching and caring for classroom animals and plants creates an interest in science lessons and a reverence for life. Art and music give the children an opportunity for creative and joyful self-expression, as well as experiences with great music and works of art.
The following were excerpts from the AMS pamphlet The Early Childhood Years (3-6).
The following is a brief overview of Malta Montessori’s Elementary curriculum and is not meant to be complete. Additionally, it should be noted that since students progress at their own pace, we have not divided the curriculum by grade level. For detailed curriculum information you may go to the following Montessori.org link for more detailed information:
The Elementary School Years Ages 6-12
Dr. Maria Montessori describes the elementary age child as a very different being from the younger, preschool child. In Dr. Montessori’s view, successive levels of education must correspond to the successive stages of the development of the child. Thus educational approach for students between the ages of 6 and 12 is not a direct continuation of what has gone before, although it is, of course, built upon the foundation laid in early childhood.
Montessori reminds us of three important tendencies emerging at the elementary school age: the transition of the child’s mind from concrete to abstract reasoning, the birth of a moral sense and the intensification of the drive to explore the natural and social environment.
The child at this stage of life shows a growing capacity for tackling problems, for reasoning, socializing, and harnessing the imagination.
Characteristics of the Montessori Elementary Program
The Montessori elementary program is designed to meet the development needs of each individual child in a way that is both faithful to Dr. Montessori’s insights and consistent with the expectations of American parents at the dawning of the 21st century.
Social and Moral Development
Children of this age demonstrate an intense desire to develop strong connections with their peers. They take increasing responsibility for their own conduct in personal relationships as well as in caring for the environment.
Dr. Montessori pointed out that morality has a practical side that governs social relationships and a spiritual side that presides over the awakening of conscience. Questions of right and wrong are considered in class meetings, which serve as arenas for discussions of fairness, rules and procedures. The class meetings also encourage cooperative effort. This is the stage during which an individual’s sense of justice is formed and these experiences help children build and internalize a moral code.
Physical and Motor Development
Freedom of movement, open work space and uninterrupted blocks of time for individual and group projects all help to support the needs of children from 6-12 in gaining control over their growing bodies, as well as their drive toward autonomy.
Physical exercise through non-competitive sports and games helps develop large-motor skills in writing, math and science. As the children grow, the many hands-on projects of the curriculum provide increasingly sophisticated and challenging small-motor exercise.