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Friday, November 27, 2009
The Relevance of Montessori Today and in the Future
Many people question whether a method devised over seventy years ago can be relevant today. Too often we forget that in education today, overlooking proven methods for more modern, seemingly innovative ideas that sometimes do not withstand the test of time.
The Montessori method was conceived as an indirect approach to learning, presenting a comprehensive view of the child. Maria Montessori approached education as a scientist and pursued her ideas with an open mind, always with strong respect for the child as an individual. It was a scientifically designed method to develop the whole personality of the child at his own natural rate of progress, and thus free his potential for self-development within a prepared environment.
Montessori felt that for each of the four stages of human development (birth to six, six to twelve, twelve to eighteen, and eighteen to twenty-four), it was necessary to change our basic approach to the child, not just give him harder work.
The Montessori curriculum places no restraints on the student’s ability and provides manual and physical activity through use of concrete and abstract experiences to help him gain mastery of himself and his environment. The materials allow the child to explore himself through his various senses. Lessons allow him to gain self-confidence and self-mastery – knowing how to do things for himself – through the successful completion of work that is meaningful to him.
What has always been the most unique about the Montessori method is the detailed emphasis given to Sensorial experiences, and herein lies the key to its great success in later learning.
These exercises provide the child with greater power of discrimination, observation, awareness, control, coordination and judgment. He become a careful observer by working within the method and comes to better understand the realities of life and how to cope with them. He develops pride in himself through success and the self-mastery that allows him to do things for himself. Good study patterns are formed, as well as positive attitudes towards work and learning. Used correctly, the method gives the child a wonderful preparation for life and makes him better equipped for survival in today’s world.
The world has become so fast-paced and competitive that it is more important than ever for our children to emerge as self-reliant, intelligent, motivated individuals who will fully develop their potentials. It is vital now to teach children how to learn, since we know by nature they want to learn. More than any other approach, the Montessori method takes into account the whole child and his place in the community.
As in Montessori’s admonition, to observe and take leads from the child. We need to understand that the motivation of learning comes from within the child and simply cannot be taught. The person who goes into teaching in order to control others will feel threatened by this method. And should not be part of it. It is important for a teacher to understand the philosophy behind this method. Montessori felt that nursery schools should foster self-reliance and independence, and be reality oriented. It is in reviewing Montessori ideas that we can see its place in education for today and in the future.
The Montessori method was conceived as an indirect approach to learning, presenting a comprehensive view of the child. Maria Montessori approached education as a scientist and pursued her ideas with an open mind, always with strong respect for the child as an individual. It was a scientifically designed method to develop the whole personality of the child at his own natural rate of progress, and thus free his potential for self-development within a prepared environment.
Montessori felt that for each of the four stages of human development (birth to six, six to twelve, twelve to eighteen, and eighteen to twenty-four), it was necessary to change our basic approach to the child, not just give him harder work.
The Montessori curriculum places no restraints on the student’s ability and provides manual and physical activity through use of concrete and abstract experiences to help him gain mastery of himself and his environment. The materials allow the child to explore himself through his various senses. Lessons allow him to gain self-confidence and self-mastery – knowing how to do things for himself – through the successful completion of work that is meaningful to him.
What has always been the most unique about the Montessori method is the detailed emphasis given to Sensorial experiences, and herein lies the key to its great success in later learning.
These exercises provide the child with greater power of discrimination, observation, awareness, control, coordination and judgment. He become a careful observer by working within the method and comes to better understand the realities of life and how to cope with them. He develops pride in himself through success and the self-mastery that allows him to do things for himself. Good study patterns are formed, as well as positive attitudes towards work and learning. Used correctly, the method gives the child a wonderful preparation for life and makes him better equipped for survival in today’s world.
The world has become so fast-paced and competitive that it is more important than ever for our children to emerge as self-reliant, intelligent, motivated individuals who will fully develop their potentials. It is vital now to teach children how to learn, since we know by nature they want to learn. More than any other approach, the Montessori method takes into account the whole child and his place in the community.
As in Montessori’s admonition, to observe and take leads from the child. We need to understand that the motivation of learning comes from within the child and simply cannot be taught. The person who goes into teaching in order to control others will feel threatened by this method. And should not be part of it. It is important for a teacher to understand the philosophy behind this method. Montessori felt that nursery schools should foster self-reliance and independence, and be reality oriented. It is in reviewing Montessori ideas that we can see its place in education for today and in the future.
Curriculum at a glance
Practical Life materials provide a link between home and school and enhance the development of coordination, concentration and independence.
The exercises of practical life are designed to teach the child to function in his environment by teaching him how to cope with the things around him. These daily functions at our home are routine and simple to us, but they are new and exciting to the child. He must learn that there is correct way of doing whatever needs to be done in the home. Children love to work with their hands – an important activity in their development.
Opportunities for practical life are endless! In the Montessori classroom, we let the children do things which he would normally see done in his natural environment. In this way, he is better able to understand the functioning of his own particular environment and becomes more aware of the things around him.
Sensorial materials are designed to help children become more perceptive, to understand the concepts and learn language to focus on the details of the world around them.
Montessori agreed with Aristotle philosophy that there was nothing in the intellect which does not first exist in the senses. Through systematically working in the successive steps with the sensory apparatus, and developing and refining the five senses, the child build a solid foundation for his intellectual activity. The lessons were designed to enable the child to sort out and digest the large number of impressions he possesses, to assimilate additional ones through experience, and to stimulate and refine the child’s power of observation preliminary to acquiring judgment and understanding.
“Beauty lies I harmony, not in contrast; and harmony is refinement; therefore, there must be a fineness of the senses if we are able to appreciate harmony.” Maria Montessori
The Language materials increase vocabulary, explore the sounds and syntax of Bahasa, English, and Arabic and help children to read and write.
Reading and writing go hand in hand, and the early work with Montessori sensorial materials prepare the child for the introduction to both. Montessori observed that young children often have the “explosion into writing” and because of their early sensorial experiences, writing usually comes before actual reading. Through the sensorial exercises the child has learned the delicate handling of all the materials and as refined his movement of hands and fingers. Reading program progresses through three levels; pink, blue, green.
Mathematical concepts are offered to children concretely. Hands-on materials create an enjoyable approach to arithmetic and geometry. Children will learn to count, and then operate decimal systems and fractions, all concretely. From this solid base abstraction occurs naturally.
Sensorial training is of great importance in learning the basics of arithmetic. Montessori has a wide variety of materials for this purpose, thus allowing the child to become familiar with numbers at an early age. The idea of quantity is inherent in all the Montessori arithmetic materials and the conception of identity and differences in the sensorial exercises is built up from recognition of identical objects and gradation of similar ones.
Cultural materials provide children with experiences in geography, history, music, art and natural science. Young children have an innate interest in nature and a great curiosity for learning more about the things around them. As in other areas the child first experiences culture at concrete level.
Children extend their social skills through cooperative interaction. Concepts explored with classroom materials are applied to Outdoor Environment. Nature and its fascination for the young children brought into the classroom from outside. A range of outdoor play equipment fosters physical activity.
The program is broaden by taking the children on Excursions. These may include trips to museums, galleries, wildlife preserves, fossil ground, national parks, historical exhibits, library, etc.
Additionally activities like Fardu Ain and Al-Quran, Preparatory class is offered as part of the program. Children are encouraged to join our Creative Art & Craft club, Swimming club, Mandarin, Speech & Drama club, Computer Lab and Junior Scouts.
You may find the list of Montessori activities and illustrations in the “Montessori Apparatus"
The exercises of practical life are designed to teach the child to function in his environment by teaching him how to cope with the things around him. These daily functions at our home are routine and simple to us, but they are new and exciting to the child. He must learn that there is correct way of doing whatever needs to be done in the home. Children love to work with their hands – an important activity in their development.
Opportunities for practical life are endless! In the Montessori classroom, we let the children do things which he would normally see done in his natural environment. In this way, he is better able to understand the functioning of his own particular environment and becomes more aware of the things around him.
Sensorial materials are designed to help children become more perceptive, to understand the concepts and learn language to focus on the details of the world around them.
Montessori agreed with Aristotle philosophy that there was nothing in the intellect which does not first exist in the senses. Through systematically working in the successive steps with the sensory apparatus, and developing and refining the five senses, the child build a solid foundation for his intellectual activity. The lessons were designed to enable the child to sort out and digest the large number of impressions he possesses, to assimilate additional ones through experience, and to stimulate and refine the child’s power of observation preliminary to acquiring judgment and understanding.
“Beauty lies I harmony, not in contrast; and harmony is refinement; therefore, there must be a fineness of the senses if we are able to appreciate harmony.” Maria Montessori
The Language materials increase vocabulary, explore the sounds and syntax of Bahasa, English, and Arabic and help children to read and write.
Reading and writing go hand in hand, and the early work with Montessori sensorial materials prepare the child for the introduction to both. Montessori observed that young children often have the “explosion into writing” and because of their early sensorial experiences, writing usually comes before actual reading. Through the sensorial exercises the child has learned the delicate handling of all the materials and as refined his movement of hands and fingers. Reading program progresses through three levels; pink, blue, green.
Mathematical concepts are offered to children concretely. Hands-on materials create an enjoyable approach to arithmetic and geometry. Children will learn to count, and then operate decimal systems and fractions, all concretely. From this solid base abstraction occurs naturally.
Sensorial training is of great importance in learning the basics of arithmetic. Montessori has a wide variety of materials for this purpose, thus allowing the child to become familiar with numbers at an early age. The idea of quantity is inherent in all the Montessori arithmetic materials and the conception of identity and differences in the sensorial exercises is built up from recognition of identical objects and gradation of similar ones.
Cultural materials provide children with experiences in geography, history, music, art and natural science. Young children have an innate interest in nature and a great curiosity for learning more about the things around them. As in other areas the child first experiences culture at concrete level.
Children extend their social skills through cooperative interaction. Concepts explored with classroom materials are applied to Outdoor Environment. Nature and its fascination for the young children brought into the classroom from outside. A range of outdoor play equipment fosters physical activity.
The program is broaden by taking the children on Excursions. These may include trips to museums, galleries, wildlife preserves, fossil ground, national parks, historical exhibits, library, etc.
Additionally activities like Fardu Ain and Al-Quran, Preparatory class is offered as part of the program. Children are encouraged to join our Creative Art & Craft club, Swimming club, Mandarin, Speech & Drama club, Computer Lab and Junior Scouts.
You may find the list of Montessori activities and illustrations in the “Montessori Apparatus"
A message from the staff
As a parent you know that choosing a pre-school for your child is one of the most significant decisions you face.
Five essential features of an effective Montessori school are: philosophy, personnel, physical plant, program and pupils. These features and the school’s commitment to three Montessori principles should judge a school: observation, individual liberty and preparation of the environment.
Because of individual adaptation and interpretations, all Montessori school differ somewhat, but there will always be some common elements.
In ANA Montessori, you will find an environment prepared with child-sized furnishings, an array of learning apparatus on shelves, children free to move about while pursuing disciplined activity, working singly or in small groups. The teachers should be observing and directing the activities of the children.
Most important to you as parent, should be the attitude of the children and teachers you observe and their interaction and rapport with each other. Remember that any classroom can have an impressive array of materials and the superficial appearance of a “good school”, but there’s far more to be observed than just that.
You want a place where your child will feel happy and secure while he’s learning, a place where he is treated and respected as an individual and where he feels comfortable in his surroundings. A child’s first school experience has a great effect on is future feelings concerning school and the learning process, and it is vitally important to make a wise decision affecting these early stages of development.
The biggest favor that you can do for your child, once he has been enrolled in a Montessori school, is to become actively involved yourself also. Our school conducts an active parent education program to guide parents in a better understanding of the method and the role of school and home. All parents need background of the method, since it is important for it to carry over from school to home.
This prospectus has been prepared to help you make this choice. We hope it will give you a greater understanding of the philosophy and aims of ANA Montessori, and help you to make your choice with confidence. We invite you to contact the School Secretary to arrange for a tour of the school. We are sure you will be impressed with what we have to offer your child.
Five essential features of an effective Montessori school are: philosophy, personnel, physical plant, program and pupils. These features and the school’s commitment to three Montessori principles should judge a school: observation, individual liberty and preparation of the environment.
Because of individual adaptation and interpretations, all Montessori school differ somewhat, but there will always be some common elements.
In ANA Montessori, you will find an environment prepared with child-sized furnishings, an array of learning apparatus on shelves, children free to move about while pursuing disciplined activity, working singly or in small groups. The teachers should be observing and directing the activities of the children.
Most important to you as parent, should be the attitude of the children and teachers you observe and their interaction and rapport with each other. Remember that any classroom can have an impressive array of materials and the superficial appearance of a “good school”, but there’s far more to be observed than just that.
You want a place where your child will feel happy and secure while he’s learning, a place where he is treated and respected as an individual and where he feels comfortable in his surroundings. A child’s first school experience has a great effect on is future feelings concerning school and the learning process, and it is vitally important to make a wise decision affecting these early stages of development.
The biggest favor that you can do for your child, once he has been enrolled in a Montessori school, is to become actively involved yourself also. Our school conducts an active parent education program to guide parents in a better understanding of the method and the role of school and home. All parents need background of the method, since it is important for it to carry over from school to home.
This prospectus has been prepared to help you make this choice. We hope it will give you a greater understanding of the philosophy and aims of ANA Montessori, and help you to make your choice with confidence. We invite you to contact the School Secretary to arrange for a tour of the school. We are sure you will be impressed with what we have to offer your child.
Source of Inspiration
Montessori is an education for life, a learning process where children are encouraged to develop at their own pace is a safe and caring environment.
Established worldwide, the Montessori method has proved successful with children from diverse cultural and religious backgrounds. There are thousands of Montessori schools in Europe, North America and Australasia.
Montessori is both a philosophy of child-growth and a rationale for guiding such growth. It is based on the child’s innate need to develop intellectual and physical abilities and provides a carefully prepared environment designed to meet and direct this need. Her aim was to develop the whole personality of a child through motor, sensory and intellectual activity. Theories were far less important to her than the child himself. She had love and respect for the child, and her concern fro his welfare crossed the boundaries of race, religion and creed.
The Montessori approach to education is child-centred and is based on mutual respect and co-operation. The teacher in a Montessori classroom is more of a guide and facilitator, respecting the concentration and varied learning approaches of the children. The innate creativity of the child is realized in curriculum activities from art and music, to mathematics and science.
The lessons were designed to enable the child to sort out and digest the large number of impressions he possesses, to assimilate additional ones through experience, and to stimulate and refine the child’s power of observation preliminary to acquiring judgment and understanding.
Montessori is about learning to balance responsibility with freedom of choice, it offers children the opportunity to realize their potential, in a non-competitive environment and seeks to promote them:
Self confidence and self esteem
A sense of achievement and self worth
A sense of responsibility for themselves and their actions
Independence and adaptability
Cooperation with others
A sense of community respect for rights and needs of others
Concentration and persistence in completing a task
Initiative and self-motivation
At ANA Montessori, children grow and develop in an absolutely unique environment. They learn to work to the very best of their ability, to care for and respect others, to develop a natural curiosity in the world around them, and to fulfill a “love of learning”.
Established worldwide, the Montessori method has proved successful with children from diverse cultural and religious backgrounds. There are thousands of Montessori schools in Europe, North America and Australasia.
Montessori is both a philosophy of child-growth and a rationale for guiding such growth. It is based on the child’s innate need to develop intellectual and physical abilities and provides a carefully prepared environment designed to meet and direct this need. Her aim was to develop the whole personality of a child through motor, sensory and intellectual activity. Theories were far less important to her than the child himself. She had love and respect for the child, and her concern fro his welfare crossed the boundaries of race, religion and creed.
The Montessori approach to education is child-centred and is based on mutual respect and co-operation. The teacher in a Montessori classroom is more of a guide and facilitator, respecting the concentration and varied learning approaches of the children. The innate creativity of the child is realized in curriculum activities from art and music, to mathematics and science.
The lessons were designed to enable the child to sort out and digest the large number of impressions he possesses, to assimilate additional ones through experience, and to stimulate and refine the child’s power of observation preliminary to acquiring judgment and understanding.
Montessori is about learning to balance responsibility with freedom of choice, it offers children the opportunity to realize their potential, in a non-competitive environment and seeks to promote them:
Self confidence and self esteem
A sense of achievement and self worth
A sense of responsibility for themselves and their actions
Independence and adaptability
Cooperation with others
A sense of community respect for rights and needs of others
Concentration and persistence in completing a task
Initiative and self-motivation
At ANA Montessori, children grow and develop in an absolutely unique environment. They learn to work to the very best of their ability, to care for and respect others, to develop a natural curiosity in the world around them, and to fulfill a “love of learning”.
Executive summary
ANA Child development Centre (here in after refer to as ANA Montessori) was set up in 1991. It started of as a childcare centre that offers variety of services, namely kindergarten, nursery (infant), preparatory classes, transit, swimming and tuition. The center was using the conventional way of teaching for 7 years. Then, in 1998, the Centre introduces the Integrated Montessori approach and philosophies. The new set up of ANA Montessori however, still provides the services as above, along with other services.
Here in ANA Montessori, we dedicate ourselves to the pursuit of assisting the total development of the child – social, emotional, intellectual, physical and cultural. So that the child will be better prepared for life and able to adjust to the changing condition of his or her environment.
Our kindergarten is a special place for children of various ages where they learn through play. We use our creative methodology and well-researched materials to make the learning process fun and focused in a well-planned environment and curriculum.
We have been together for more than 10 years, and we have been successful in delivering our commitment to our children. Therefore, we wish to extend our wings to reach other children and let they experience each development milestone with enthusiasm, joy and fun.
Here in ANA Montessori, we dedicate ourselves to the pursuit of assisting the total development of the child – social, emotional, intellectual, physical and cultural. So that the child will be better prepared for life and able to adjust to the changing condition of his or her environment.
Our kindergarten is a special place for children of various ages where they learn through play. We use our creative methodology and well-researched materials to make the learning process fun and focused in a well-planned environment and curriculum.
We have been together for more than 10 years, and we have been successful in delivering our commitment to our children. Therefore, we wish to extend our wings to reach other children and let they experience each development milestone with enthusiasm, joy and fun.
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