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During the years of early childhood, in what Dr. Montessori refers to as the first plane of development, the child is absorbed in the development of language, orderly and purposeful movement, an intelligence able to make precise observations and categorize, and most importantly, independence. The development of the will lays the foundation for self-discipline, while the opportunity of concentration and exploration contributes to expanding confidence and self-esteem. Activity in the prepared environment offers the possibility for emergence of a rich social life and stimulating cognitive pursuit.
The construction of the self occurs on this level of development, making use of special characteristics which allow direct absorption of experiences. This phenomenon is most obvious in the acquisition of language by the youngest child, but also operates in all of the interrelated experiences offered in the environment. Montessori states that the child builds intelligence sensorially on this level. The adult assists the child in following the inner guide operating within every human being, so as to aid the construction of the self within this protected society. This work is the foundation and the preparation for all future development. Exploration of the self allows for realistic and positive assessment of the self among others.
The Montessori Curriculum is broken down into five different areas: Practical Life, Sensorial, Mathematics, Language, and Culture (History, Science and Geography). The children usually enter the Montessori classroom at age three, and start in the Practical Life area. The Practical Life exercises act as a link between the home environment and school. It is in this area of the classroom that the child learns self-care, care for their surroundings, control of movement, and development of social skills. Every material holds a concrete concept and allows the child to see that there is a process and order to everything in the room. Many children at this age have the common phrase “I can do it by myself!” The Practical Life area gives the child the skills they need (such as zipping their coat, cutting an apple, sweeping up messes, etc.) to be independent.
The next area in the Montessori classroom is Sensorial. Children live in a world of senses and everything in their environment comes to them through their senses. Through sight, touch, sound, taste, and smell, the sensorial materials enable the children to clarify, classify and comprehend their world. This area of the classroom acts as a bridge between Practical Life and academics. While the materials in the sensorial area are concrete materials, they hold more abstract concepts that really prepare them for the more abstract learning that takes place in Math, Language, and Culture. For example - tracing a sandpaper letter, “a”, with her finger, a child not only sounds out the symbol “a”, but also feels it. This is indirectly preparing the child for both reading and writing.
The Montessori environment encourages spoken language for self expression. Throughout the child’s years in the classroom, they hear and use vocabulary for all the activities and they learn exact names of shapes, textures, plants, mathematical operations, etc. Children are usually fascinated by the 26 letters of the alphabet and learn to associate sounds with them. When we show children the letters/symbols, we don’t necessarily tell them the name of the letter first; instead we teach them the sound. This helps when they are learning to read. Reading and writing usually occur simultaneously in a development explosion with the children. Through Language and Sensorial, the children are using materials in which they will learn the names of different plants, continents, maps, land and water formations, and so on.
The concrete mathematical materials allow the sensorial explorers to begin their mathematical journey from the concept of “how many” because he/she is holding the 5 spindles in his/her hand that he/she just counted out of the basket. The mathematics materials build on each other in increasing complexity so that a child can use the concepts they’ve already learned and apply them.
In short, Montessori education has always been a way of developing the whole child: the child’s emotional being, physical, moral, as well as academic well-being.
Specific Components of the Primary Curriculum
There are certain components of the primary curriculum which are essential to the Montessori approach to learning. Some of these remain with the individual throughout life as useful learning tools on any level, and some are gradually replaced as the child moves to higher developmental stages.
An environment is prepared to assist this sensorial learner in his or her development. This environment includes activities for the development of daily living skills, materials that help refine the senses, materials for intellectual and cultural exploration and opportunities for movement and creative expression. The classroom is an active community where the children move about freely with the opportunities for constant social interaction. The children have the opportunity to emerge form this environment with an integrated relationship between the natural and social worlds, a sense of confidence in their ability to choose tasks and follow them to completion, and self-discipline through periods of long concentrated work. Cognitive ability and positive self-image are often the results.
- Practical Life Activities
The activities of Practical Life lead the child to independence, while, at the same time, allow for order, sequential movements in the completion of a complex task. Work with dressing frames, sweeping, polishing and gardening are examples of exercise, which unite the motor and frontal cortex of the brain and contribute to the development of an integrated intellect. At the same time, the child is contributing in a real way to the life of the community while absorbing him or herself in meaningful work that deepens concentration. Lessons emphasizing courteous behavior toward others and control of movement are also an important part of the practical life program.
The child comes to this prepared environment having accumulated through sensorial exploration many and varied impressions of the world around him or her. These impressions of qualities in the objects of the child’s world create a confused but significant wealth in his or her subconscious mind. The sensorial material developed by Dr. Montessori help to order the mind by isolating and emphasizing one quality at a time (e.g. color). Through the manipulation of the sensorial materials, the child begins to categorize and order the objects in his or her universe. These materials give important keys to understanding the world. The materials are arranged in the environment with an emphasis on beauty and order which invites their use.
- Intellectual and Cultural Materials
Intellectual and cultural materials are a stimulation in themselves and build on the knowledge and construction the child has achieved through the use of the sensorial materials and the concentration he or she has developed through the Practical Life activities. All the experiences of the environment which have required observation, measurement and precision have helped to prepare the child’s intellect for the intellectual work. The early materials for the acquisition of reading and math skills are sensorial in nature, becoming more abstract as the child progresses through them. The knowledge that this is yet a sensorial learner permeates all the cultural and academic exercises prepared for this age child.
The classroom is organized so as to promote independence and involvement. The tables, chairs, shelves and materials are all child-sized so that the child can easily master his or her environment.
The three period lesson is used as an important method of instruction at the primary level. As the child matures, this method becomes a self-teaching and self-evaluation tool. It is often used among peers as the next stage of development is approached. The first period consists of attaching a name to a new concept or object. The second period is an extended association of the object with the name through frequent repetition. During the third period, the child demonstrates familiarity through recognition and extended activities in the environment.
- Learning Objectives for the Primary Level
During training, a Montessori teacher is given guidelines for a range of presentations, which match the child’s immediate phase of development. Dr. Montessori recognized that children go through particular periods when they are especially sensitive to assimilating certain knowledge and skills. Many of the materials used in the classroom contain the possibility for use at higher levels of work, and the child makes these discoveries through repetition and experimentation with the materials. The Montessori teacher sees the child’s particular objectives for each child. Learning objectives emerge as the outcome of previous accomplishments.
For further information on this topic, please contact the school (856-751-1510) for a private tour.
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