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
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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
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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
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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 |
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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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