Lakeside Montessori25th Anniversary
Building Intellect, Creativity & Character

  Curriculum Outline

  • Social skills and graces
  • Self-care
  • Care of environment
  • Fine/gross motor skills
  • Movement
  • Sensorial
  • Beginning geometry
  • Numerals, sequencing and quantity
  • Introduction to operations
  • Basic art and music
  • Language enrichment
  • Phonetic and sight reading
  • Integrated language development
  • Writing
  • Geography
  • Introduction to science subjects and skills

      Principles of Montessori

  • Mixed-age grouping
  • Gross and fine motor skill development
  • Freedom of choice with responsibility
  • Children progress at own pace
  • Child-centered process
  • Emphasis on self-discipline
  • Positive behavior modeled and reinforced
  • Respect for self means respect for others
  • Children teach each other
  • Appreciation and respect for all life
  • Character development
  • Individual as well as group instruction
  • Self-teaching materials
  • Emphasis on creative problem-solving
  • Specially trained teachers
  • Peace through education
  • Individualized developmental learning

Montessori Compared to Traditional Education

The goal of Montessori and most traditional education is generally the same: to provide learning experiences for the child. However, a difference in emphasis and method makes this learning experience quite different in a Montessori classroom.

Montessori

Emphasis on whole-child development

Teacher is guide; children learn primarily from
self-correcting materials
Mainly individual instruction
Child moves at own pace
Curriculum adjusts to child's interests and needs
Child has large role in determining his work
Child moves and speaks at will
Child allowed to follow interests
Environment and methods encourage self-discipline
Child reinforces learning through repetition of work and internal feelings of success
Calm, orderly, beautiful work space
Clear expectations and teaching related to
character development
Traditional
Emphasis on what a child can produce
Teacher is source of most information
Mainly group instruction
Pace is set by group norm
Child must adjust to curriculum
Child has little or no role in determining curriculum
Child's movement and expression are usually restricted and controlled by adult
Child generally allotted time per project
Teacher is source of discipline
Learning reinforced externally by rewards and critical feedback
High-stimulus, often chaotic, disorganized environment
Little emphasis on practical skills for proper behavior



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