Programme

OUR MONTESSORI CLASSROOM IS A VIBRANT COMMUNITY OF UP TO 29 CHILDREN AGED 3 TO 5 YEARS COMING FROM A WIDE VARIETY OF CULTURAL BACKGROUNDS.

In our classroom, the children are free to move about, to talk among themselves and to choose the activities from the shelves that they wish to work with. The staff spend time with the children individually or with small groups, giving demonstrations of new activities and – supporting or guiding them in their choices. There are five basic areas of the Montessori programme:

  • Practical Life exercises provide the link between home development of co-ordination, concentration and independence. The Practical Life activities include, pouring, cleaning, dressing skills, food preparation, sewing, social skills, control of movement and art/craft activities.
  • We include a rich variety of art and craft activities because of the opportunities they provide for the children to develop a variety of skills such as fine motor, creativity, problem solving, self-expression, and most important of all – enjoyment and satisfaction.
  • Sensorial exercises are designed to help children develop their sensory perceptions through a variety of activities which involve matching or grading objects according to shape, colour, touch, sound and weight.
  • Language activities are designed to increase all language development in the young child, including vocabulary and phonic awareness as well reading and writing skills for those children who are interested and ready. We use many of the Letterland resources in our classroom.
  • Mathematical concepts are offered to children through concrete materials which help children to learn to count and recognise numbers.
  • Cultural activities include flags and puzzle maps for geography, birthday celebrations for history, simple science experiments as well as activities to learn about plants and animals.

Children engage in the various activities depending on their interests and abilities. Staff will take these interests and abilities into consideration when planning for each child while being mindful of offering children experiences to extend them into other areas. However, we always take our lead from the child as we respect that he is guided by impulses which we can only observe and try to provide experiences for.

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