We are accepting children from age 6 weeks to 5 years. The children are usually divided into groups according to their ages.
However, Montessori approach experts believe in mixing different age-groups in the classroom. This allows them to work, learn and play together. This means that these three groups may interact on a daily bases.
(6 weeks - 2 years)
(2 years - 3 years)
(3 years - 5 years)
From birth to around six years-of-age, children have an absorbent mind. This means that they learn effortlessly, soaking in huge amounts of information as easily as a sponge soaks up water. Maria Montessori explains that during this stage, children are ‘constructing their individuality.’ She further breaks this stage into two sub-stages: the unconscious and conscious stage. Children under the age of three absorb information without conscious effort. He (or she) is developing his basic faculties through mimicry. Children in this phase will mimic just about everything they see:
“Impressions do not merely enter a child’s mind; they form it.” - Maria Montessori
Then, from three to around six-years-old, children pass into a more conscious stage of development. They still have sponge-like minds that absorb information easily, but now they will consciously seek certain experiences. Children in this phase are expanding their newly developed faculties and abilities. They will demonstrate an innate (and often intense) desire to make choices for themselves and to accomplish tasks independently. Maria Montessori referred to this as the ‘help me do it myself’ stage.
Sensitive Periods for Learning**
Movement - Random movements become coordinated and controlled: grasping, touching, turning, balancing, crawling, and walking. (Birth to age 1)
Language - Use of words to communicate: a progression from babble to words to phrases to sentences, with a continuously expanding vocabulary and comprehension. (birth to age six)
Small Objects - A fixation on small objects and tiny details. (Age 1 to age 4)
Order - Characterized by a desire for consistency and repetition and a passionate love for established routines. Children can become deeply disturbed by disorder. The environment must be carefully ordered with a place for everything and with carefully established ground rules. (Age 2 to age 4)
Music - Spontaneous interest in and the development of pitch, rhythm, and melody. (Age 2 to age 6)
Grace & Courtesy - Imitation of polite and considerate behavior leading to an internalization of these qualities into the personality. (Age 2 to age 6)
Refinement of the Senses - Fascination with sensorial experiences (taste, sound, touch, weight, smell) resulting with children learning to observe and with making increasingly refined sensorial discriminations. (Age 2 to age 6)
Writing - Fascination with the attempt to reproduce letters and numbers with pencil or pen and paper. Montessori discovered that writing precedes reading. (Age 3 to age 4)
Reading - Spontaneous interest in the symbolic representations of the sounds of each letter and in the formation of words. (Age 3 to age 5)
Spatial Relationships - Forming cognitive impressions about relationships in space, including the layout of familiar places. Children become more able to find their way around their neighborhoods, and they are increasingly able to work complex puzzles. (Age 4 to age 6)
Mathematics - Formation of the concepts of quantity and operations from the uses of concrete material aids. (Age 4 to age 6)
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