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Till-: MONTK.SSOKr Al’l’HOACII <br />^ W <br />r w a <br />< Cl uj <br />< &. Ui Ui oa a q:^ CL Q. <br />Montcssori IMucation is based on the life work of Dr. Ma'ri.i <br />Montossori (1870-1952), pVr/sician, scientist, educator, wlio after <br />years of extensiv’e scientific observations, revealed certain <br />common characteristics of younq children: their spontanodau <br />eagerness for learning, tlieir ability to fix their attention on <br />one activity for a length of time, their love of movement and <br />their sensitivity to order. <br />Countryside Montessori School provides a beautiful and carefully <br />prepared environment designed to meet the child's needs for free­ <br />dom with structure, exposure to materials and experiences to <br />develop intelligence, as well as physical and psychological <br />abilities. <br />Here, children are respected as individuals wlio differ from each <br />other. <br />Through skilled observation, the directress is prepared to offer <br />the kind of instruction that will stimulate the child's interest <br />and activity. <br />Socjal interaction is emphasizeu in the Montessori environment. <br />The older children liave an opportunity to respond to the needs <br />of the younger, and the younger ones are encouraged to seek the <br />help of the older children. A child can work alone or with others. <br />The balance between the freedom of the individual and tlie concerns <br />for the group are very important. <br />THi: MONTESSORI CURRICULUM <br />I- t thePRACTICAL LIFE: These activities include many of the tasks <br />child sees as part of the daily routine in his culture, such as <br />pouring liquids, preparing fooods, fastening clothes, washing <br />dishes, polishing furniture and shoes and generally taking care <br />of the environment. Tlirough those tasks, the child refines his <br />muscular coordination and becomes more independent. He learns <br />to work at a task from the beginning to tlie end, and in doing so, <br />he develops his powers of concentration. <br />SKNSOP.IAL ACTIVITIES: Each piece? of sensorial mat<?rial isolates <br />one defining quality such ns color, dimen.sion, weiqJit, textur*"', <br />shape, smell or sound. Those nitr*ri;:ls )ielp the cliild distincpiish, <br />to catagorize and to relate new information to what she already <br />knows. The child refines her senses and has an increased awar*'- <br />ness of the properties of the physical world. <br />LANGl AGE MATERIAL: The Montes'^ori environment is full of language <br />opportunities and materials. Tlie young child lias a spi'cial <br />siMisitivity to language. He loves words and w.ints to know the <br />names of everything, through the l.mguage materials, the child <br />It'arns the sounds and symbols and begins to make Ills own words <br />with a special "movable alphabet".