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SOME MONTESSORI CONCEPTS

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The push for preschool education is gaining momentum in India. More and more parents are aware of the young preschool phase being an impressionable age. The fundamental learning that happens at this stage is one that cannot be acquired in the later years. Also with more and more families having both parents working, there is a need for the school to be a second home where the child gets plenty of attention, love ,sense of belonging and a feeling of security.

 

This school will serve as a congenial environment, a second home where the child will receive love, care and guidance of a teacher, considerable freedom to play and develop at his own pace, and evolve his social skills. The child learns through play and more importantly works on all round development in a manner that sustains the interest of the child, challenges him to do more and gives him a sense of achievement therefore building self-confidence. 

In the Montessori classroom, learning materials are arranged invitingly on low, open shelves. Children may choose whatever materials they would like to use and may work for as long as the material holds their interest. When they are finished with each material, they return it to the shelf from which it came. The materials themselves invite activity. There are bright arrays of solid geometric forms, knobbed puzzle maps, colored beads, and various specialized rods and blocks. 

 

Each material in a Montessori classroom isolates one quality. In this way, the concept that the child is to discover is isolated. For example, the material known as the pink tower is made up of ten pink cubes of varying sizes. The preschool-aged child constructs a tower with the largest cube on the bottom and the smallest on top. This material isolates the concept of size. The cubes are all the same color and texture; the only difference is their size. Other materials isolate different concepts: color tablets for color, geometry materials for form, and so on.

 

TrottersStop Montessori School takes a whole-child approach to elementary education. Teachers and support staff work together to meet the intellectual, social, behavioral, and emotional needs of each and every child we serve.


​• Children learn to settle into the environment by carrying out the simple everyday chores(cutting vegetables,sweeping,dusting)  (Exercises of Practical Life), which they are already familiar with.


• Children learn to become conscious of the various physical properties like colour, textures, shapes and sizes etc.using their hands and senses.(Sensorial Activities).

• The children are introduced to numbers with materials that evoke the curiosity in the child and allow hands on experience, with the fundamental principles unveiling as they work with it.

• Phonetics is the method that introduces the child to the world of language and children learn to associate the sounds for the symbols(letters of the alphabet). In no time they start reading and writing fluently.

• The system offers unique opportunities for the child to be exposed to the world of art, music , drama through rhymes and story telling,dramatization  where the child participates and paints the picture of the world he knows and is still learning.

• The children also get a chance to exercise their imagination and creativity  through art and creative activities . Outdoor activities are encouraged and children get a chance to refine their gross and finer motor coordination skills,

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