Learning, Toys and Play in a Montessori School.
June 25th, 2008Article By Bridgette Barrett
Montessori schools aim to provide each child with an environment that is ideally suited to their stage of development. This is known as the ‘prepared environment’ and is different for each developmental plane (0-6, 6-12, 12-18 and 18-24 years). However, the same principles are seen throughout for example, the majority of activities are decided upon by the individual child and theories are discovered not simply learnt. How and why the students arrive at the knowledge is just as important in Montessori schools as what they know. Key to these principles are the materials and resources that are used within the schools.
In Montessori schools the curriculum is divided in to five main areas practical life, sensorial, culture (includes geography, music, art, science and botany), maths, and language.
The very first activities that children will encounter in a Montessori classroom are those from the practical life area, where they develop their ability to look after themselves and their environment. Children practice skills such as dressing on specially made frames that were designed by Maria Montessori. These allow them to learn to tie laces - the lacing bugs available from Tish Tash promote the same skill development or to do zips. Other activities include using child sized versions of real life equipment such as an iron and ironing board and nuts and bolts. These activities help the children gain competence and confidence in their abilities.
The sensorial materials are a range of toys and materials used to encourage the development of the senses. Some of the first that a child will use are the geometric solids, which they can feel, sort and match – at a later developmental stage they will be introduced to their names. There are also flat geometric shapes which are fitted into spaces on a tray. It in this area that the well known pink tower is also found – aimed at introducing children to the concepts of 3D size variation, weight and stacking, much like the natural cubes.There are also insets with small knobs on the top that prepare the hand muscles for writing and sorting tablets that help children develop their perception of slight differences.
Development of maths, language and cultural knowledge also uses specially developed resources. Letters are learnt by feeling them and tracing their shape for which the schools use 3D letters. To teach time a clock with removable numbers and moveable hands is used, similar to the Pintoy Teaching Clock produced by John Crane. Maths is learned through a range of materials that enable the children to physically move objects as they count or work out, as Dr Montessori observed that children like to touch the objects as they count them.
Maria Montessori said that ‘Education is a natural process carried out by the human individual, and is acquired not by listening to words, but by experiences in the environment.’
The aim of all the materials and resources she developed, and those that are based on them is to foster these experiences and allow children to develop at their own rate, something that we would all aspire to for our children.
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