Montessori education is based on the psychological characteristics and needs of the developing elementary child. Recognizing the natural curiosity and enthusiasm of children this age, the Montessori environment is designed to stimulate the developing intellect through the use of the imagination. Children this age desire to know the hows and whys of the world. The classroom’s aim is to open fields of knowledge to the child’s eager exploration. The environment offers information that tickles the mind and the opportunity to pursue this interest.
Dr. Maria Montessori said that touch is to the young child what imagination is for the older child. If we tell the child that the sun is a medium-sized star, then we have imparted a fact. If we say that if this medium-sized star could be hollowed out, it would hold a million earths, then we tickle the imagination and desire to know more. We stimulate the child’s curiosity and awe in the universe. Montessori elementary learning is approached in this manner.
Along with the development of the intellect and the imagination, the elementary child is developing the social self. In an elementary class, a community emerges as work is frequently done in groups. The classroom is composed of a multi-age span. There is less quiet than in the preschool Montessori class. There is more conversation, comparison and sharing of information and ideas. They learn communication skills and apply these skills in resolving issues in their community.
The classroom provides a calm environment where children can learn without interruptions and constantly changing activities. A child is allowed to delve into a subject for lengthy periods of time in the day. Children work at their own pace. Younger children are intrigued by the work of the older and are stimulated by it. The older children often lend their personal experience and expertise to the younger children. There is a mutual sharing and admiration.
A variety of work is ongoing in the classroom during any work time. Math, Language, Geography, History, Botany, Sciences, the Arts, are studied side by side. There is a daily circle where children come together for a shared lesson or to share the fruits of their research and story writing.
Montessori equipment and materials provide a very concrete approach to many subjects. The math materials provide the child with hands-on manipulatives that facilitate the child’s exploration. Children work with the fraction materials, for example, and discover equivalence first hand. The math materials demonstrate facts, concepts and relationships and intrigue the elementary child’s natural mathematical mind.
Geometry is introduced with a variety of activities providing the child with the vocabulary to investigate the shapes and designs around us. Montessori Math materials lead the child in the investigation of properties, for example, of triangles, polygons, quadrilaterals, etc. Discovering the properties of the figures leads naturally to a comparison and an in-depth understanding of the figures. From such a concrete basis, the child launches into abstraction.
Reports and Poetry
Language in the elementary classroom includes reading, writing, and research skills. Reading becomes a favorite pursuit. Reports, stories, and poetry are spontaneous follow-up activities by minds stimulated by a rich environment. As the children become adept with language, the parts of speech are identified in both prose and poetry. Worlds are experienced in a new way.
Montessori elementary education applies the global approach to learning. The whole of a subject is investigated, then its parts. When studying a geographic region, the region is introduced with notation of its geographic locations in the world. Tropical Rainforests, for example, are seen in relationship to the equator. The plants of the area are introduced showing the interrelationship between people, plants, and animals. The children understand the concept of the world system. They clearly grasp the idea that an impact on one part affects the whole.
Montessori elementary education refers to the Cosmic Plan. It looks at the questions very natural to a curious young mind. It ponders the questions of the origins of life and the interrelatedness of all life. Various theories are considered.
Cultural geography is of great interest to children. How do people live? What is life like in other places? This stimulates a lot of searching and ultimately, a broad worldview, an appreciation of the people everywhere.
Art and Theater
Whatever subject is studied, art is a part of the follow-up work. A diorama or puppet may follow a book report. Drawings illustrate reports. Skills are imparted, then applied. Learning inspires the creative process
Our weekly theater class is followed by performance evenings for families and field trips to plays at the local children’s theater.
Enrichment from the Community
Guest speakers are invited for various topics. Presentations such as visits from raptors from the West Valley Outdoor Learning Center are scheduled. Additionally, parents, relatives, and community members are invited to visit and present their profession, interests, travels etc. to the children. The children’s world is constantly expanding.
The physical body of the elementary child is developing muscle mass and refining the coordination of the lengthening arms and legs. There is a desire to learn, practice and develop skills. They are challenged when skills are applied in group games such as soccer. A weekly PE program is provided by Stretch and Grow which includes movement, exercise, skills, games, and pure fun!
The children participate in community services. Projects, such as the collection of food for Second Harvest Food Banks receives enthusiastic support from the Southside families. We are always looking for ways to make a difference.
Enthusiasm and a love of learning are apparent in the Southside Montessori classroom. Children support each other in their process of learning and growing. Supportive encouragement replaces competition. Respect for each other is fostered.
The children are prepared for the world in which we live, not by the memorization of facts, but an understanding of the interrelatedness of all subjects. They learn to think, to ask questions and to search for solutions. This brings about a joy in learning, a confidence in themselves and a sense of hope in an ever-changing world.