Tuesday, 31st March 2020 -
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Our Philosophy

“Where little minds create bigger dreams”

 

We believe in:

 

  • Looking at the world through a child’s eyes.
  • Encouraging children to learn through all five of their senses.
  • Enabling children to learn at their own individual pace, through their own choice of activities from many possibilities in the learning environment.
  • Make learning an exciting process of discovery, leading to concentration, motivation, self-discipline and love of learning.
  • The practitioner “follow(ing) the child” to meet their needs and interests and to carefully plan, prepare and organise learning materials.
  • Independence, freedom within limits and respect for a child’s natural personal, social and emotional development.

 

Our philosophy is based on the following principles and facts:

 

1. Children learn best by doing rather than by just watching and listening. Montessori exercises require physical activity, involving practicing skills.

2. Interaction with one's environment requires accurate observation and controlled responses. Montessori exercises are designed to sharpen sense perception and to refine muscular control.

3. For children, the world at large is bewildering - full of complex processes and chaotic events. Montessori schools attempt to create a simple, ordered environment in which children can focus on just a few concepts and/or operations at a time. Classroom materials are designed to eliminate distractions by emphasising only one facet or aspect of reality. For example, to learn about "length" students are given sets of wooden rods of uniform width and colour that differ only in length. Lessons are designed to build upon themselves from simple to complex, from concrete to abstract.

4. To master more difficult exercises later on, children must first learn disciplined patterns of activity. Therefore, Montessori lessons, although simple, are highly structured and precise. Each lesson consists of a series of operations that must be done in a specific sequence. Movements are always from left to right and top to bottom, thus preparing pupils for reading, writing, and arithmetic.

5. To exercise freedom, children must have opportunities to choose. Montessori students are given lessons involving several different sets of materials, all of which are within reach. Pupils are then left to decide how to allocate their time among the various exercises.

6. Independence is also facilitated by error control. Montessori exercises are designed to be self-correcting. When children can easily remedy their own mistakes, the emotional frustration in learning and the need for adult intrusion into the learning processes are minimised.

7. To develop persistence in students, each Montessori exercise must be carried out to completion before another is begun. The final step in each lesson is always to return classroom materials to their proper locations.

8. Children have a passion for learning, but their interests and abilities change as they mature. Maria Montessori was able to map different "sensitive periods" in the mental development of children, during which they seem especially attracted and receptive to various subjects and skills - e.g., verbal language (ages 1½ - 3 years), writing (3½ - 4½ years) and reading (4½ - 5½ years).

9. Sensitive periods vary from one child to another and are not easily influenced by external stimuli. Attempts to accelerate learning timetables by means of rewards, punishments, or artificial exaggeration of competitive peer pressures are ineffective and may be counterproductive. Montessori schools emphasise individual, self-paced learning in a cooperative environment. Children of different ages are mixed together so that older students serve as role models or even directly assist younger pupils.

10. Montessori teachers must be sensitive to the changing needs of their students, they must understand the purposes of various Montessori exercises and must then match the two appropriately. Teachers not only prepare the classroom environment and demonstrate exercises to their students; they also track each pupil's progress individually and time the introduction of new lessons accordingly.

 

Our Ethos

“Children are the most precious gift to us, nurture them, love them and guide them to be our future.”

 

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