Montessori education is an educational approach developed by Italian physician and educator Maria Montessori.
It is a child-centered educational approach based on scientific observations of children from birth to adulthood. Dr. Montessori’s method has been time tested, with over 100 years of success in diverse cultures throughout the world.
IAMPS believes that it is a child who is naturally eager for knowledge and capable of initiating learning in a supportive, thoughtfully prepared learning environment and Montessori approach values the human spirit and the development of the whole child—physical, social, emotional and cognitive.
In IAMPS we have five areas of learning:
In this section of work, the child finds materials and exercises of his everyday life from pouring water from a jug to a glass, or learning how to tie a shoelace. These activities help the child to properly take care of himself/herself so that he/she may feel as though he/she is independent and does not have to rely on an adult for his/her basic needs.
Activities in this section allow the child to refine each of his/her senses. He/she will become a child who can appreciate colour or texture differences, organise his/her thoughts and objects in his/her environment and who has a refined sense of pitch from the music he/she may hear around him/her.
The child is taught language through a specific progression of lessons where he/she first becomes aware of the different sounds in a word. The child then learns the language phonetically until the point where he/she is taught the different “rules” in a given language and the exceptions to those rules he/she will need to know in order to spell and read fluently.
The child first learns to count from 1-10 through the understanding of the concept that those numbers represent a specific amount. Through each material, the child will learn addition, subtraction, multiplication and division and truly understand what each one means in their deeper sense. Through this method of teaching, Montessori offers the child a strong and solid foundation in the understanding of mathematics, increases logic and reasoning.
Montessori called this way of teaching “preparing the child for success”. The teacher is there to guide the child through small Exercises in which the child will succeed. Through time, the exercises rise in difficulty but because the progression is so well thought out.
In IAMPS the Cultural aspect of the Montessori classroom covers a variety of subjects. Geography, Science, Botany, Zoology, and History are included. Art and Music are also considered a part of the cultural aspect of the classroom. The Montessori cultural study is another area that makes the Montessori classroom different from other ones. Maria felt that having knowledge and understanding of such subjects is what makes one a “cultured” person.
Our curriculum is organized into unit studies throughout in subjects like Geography, Botany, Zoology, and Science are discussed.
- Geography: In Geography, children come to know about the concepts like land, air, and water, maps, continents, people, food and music from other countries.
- Science: Unit studies in Science include subjects as; four seasons, the five senses, why leaves change color, layers of the earth, parts of a volcano, and biomes of the earth. We include some simple science experiments as well.
- Zoology: This is the area where the focus is on learning about animals like pet animals, wild animals, water/aquatic animals, land animals etc.
- Botany: Seeds, parts of a plant, kinds of trees, herbs and spices, and what plants give us, are some of the unit studies that are discussed in Botany.
Our USP of Montessori education
Montessori education offers children opportunities to develop their potential as they step out into the world as engaged, competent, confident, responsible, and respectful citizens with an understanding and appreciation that learning is for life.
Each child is valued as a unique individual. In IAMPS we recognise that children learn in different ways, and accommodate all learning styles. Students are also free to learn at their own pace, each advancing through the curriculum as he is ready, guided by the teacher and an individualised learning plan.
Beginning at an early age, Montessori students develop order, coordination, concentration, and independence. Our classroom design, materials, and daily routines support the individual’s emerging “self-regulation” (ability to educate one ’s self and to think about what one is learning).
Students are part of a close, caring community. In IAMPS we incorporate multi-age classroom—typically spanning 3 years—re-creates a family structure. Teachers model respect, loving kindness, and a belief in peaceful conflict resolution.
Montessori students enjoy freedom within limits. Working within structured setting set by their teachers, students are active participants in deciding what their focus of learning will be.
Montessorians understand that internal satisfaction drives the child’s curiosity and interest and results in joyous learning that is sustainable over a lifetime.
Students are supported in becoming active seekers of knowledge. Our teachers provide an environment where students have the freedom and the tools to pursue answers to their own questions.
Self-correction and self-assessment are an integral part of the Montessori classroom approach. As they mature, students learn to look critically at their work, and become adept at recognising, correcting, and learning from their errors.
Given the freedom and support to question, to probe deeply, and to make connections, Montessori students become confident, enthusiastic and self-directed learners. They are able to think critically, work collaboratively, and act boldly—a skill set for the 21st century.
How Is Our Education System unique
Our Whole Child Approach
The primary goal of our Montessori program is to help each child reach their full potential in all areas of life. Activities we conduct helps to promote the development of their social skills, emotional growth and physical coordination as well as cognitive preparation for their future intellectual academic endeavors. The holistic curriculum, under the direction of a specifically prepared teacher, allows our children to experience the joy of learning, the time to enjoy the process and ensures the development of self esteem. It provides the experiences from which children create their knowledge.
Our Prepared Environmen
In order for self directed learning to take place, our whole learning environment – classroom, materials and social setting / atmosphere – is supportive to every child. Our teachers provide the necessary resources, including opportunities for children to function in a safe and positive environment. Together, the teacher and child form a relationship based on trust and respect that fosters self-confidence and a willingness to try new things.
Our Montessori Material
Dr. Montessori’s observations of the kinds of things which children enjoy and go back to do repeatedly, led her to design a number of multi-sensory, sequential and self correcting materials to facilitate learning and are used in IAMPS.
In Montessori setting teacher functions as a designer of the environment originally called as ‘directress’,, resource person, role model, demonstrator, record-keeper and meticulous observer of each child’s behavior and growth, who facilitates learning.–Learnings are specialized for the age group with which a teacher will work, i.e. toddler, pre-primary or pimary level.
Our concerns of best education
Our concerns of best education fits best in the concepts mentioned below
One Size Doesn’t Fit All
In traditional methods applied in schools and preschools, a teacher imparts a topic-specific (or theme) concepts to a group – everyone learns the same thing at the same time. Upon the great influence of Montessori into our communities, some traditional preschools have started to adopt some Montessori-like concepts, but without the underlying understanding of the methodology, which ultimately affects in long-term development.
On the other hand, our Montessori method starts by stipulating that “one size doesn’t fit all”. Each child is a unique individual and each child learns differently. Thus, Montessori tailors its approach to the unique needs of each child, and to the specific needs of each child’s established developmental stage.
In an AMS accredited Montessori school, learning is the result of both, the child’s own exploration and the teacher’s guidance. Our classrooms has specialized materials which progress in complexity as the child progresses. Once a lesson is imparted, the child has independence to explore the materials from various perspectives. It is through the handling of these materials that the child understands the core functions of each lesson, and that the abstract concepts are eventually revealed. The materials are designed for self-education, self-correction and endless creativity.
Every parent wants their child to be happy and successful. Although, arguably, happiness is a relative concept, the question of how a parent evaluates their child’s happiness is an interesting one to explore. Most parents default to asking their children “are you happy?” It goes without saying that happiness for a child rests primarily on immediate reward.
Our education system is about developing the joy for learning and discovery. Our Montessori programs offers the comforts, infrastructure, play-areas and joys of traditional schools, the true Montessori school is not a theme-park. That is, you will not find highly plastered or over-charged walls, cartoon figures, super-heroes, or any over-stimulating visuals or artificial tools. Whereas temporarily enjoyable by children, they soon become a major distraction to the learning process and detract from achieving a peaceful and balanced environment, so crucial to the overall development of the child.
Even more unfortunate however, is the lack of general awareness that a child’s highest period of concept-absorption is between the ages of 0 and 5 (the first stage of development), particularly the first three years. Indeed, the core foundation of what will become the child’s ‘world lens’ is largely established during this initial and brief period of his/her life. Then, how do we want our children to spend those first years, in short-lived and fragile “fun” or investing in meaningful long-lasting joy, working towards true happiness?
The aim of our education is to have a balanced and peaceful breathe easy environment, so that the child can flourish now and for the rest of his/her life.The child develops the joy of learning, knowledge and understanding. In turn, happiness results from the independence, skills and creativity that the child develops through the intricate social interactions with his/her peers, and the freedom to explore and discover everything around him/her.
“Education is a natural process carried out by the child and is not acquired by listening to words but by experiences in the environment.”Maria Montessori