Elementary
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The lower elementary child has many new needs and interests. There is a newfound sense of interdependence and an awareness of both the small society of the classroom and the larger society of the world. The child thinks with an inquiring mind and wants to explore the concrete facts she already knows. Socially, the elementary child prefers to work in groups and is very much interested in justice and in developing moral values. Respect is the underlying theme for all that occurs in the elementary classroom. The class operates as a small community that mirrors the larger one of society. Students are helped to understand that they are responsible for their choices and accountable to the group. The classroom is equipped with materials that are designed to meet the developmental needs of children. The atmosphere encourages social interaction for cooperative learning, peer teaching, and emotional development. Montessori teachers work as guides that encourage, nurture, and support the children. The Montessori curriculum allows students the opportunity to explore areas of particular interests as well as math and language skills. In addition to daily lessons, the interest of the six to nine year old is captured by the science, history, cultural and geography program. Research work provides the opportunity for students to utilize the skills they are in the process of acquiring. Through small group work, students learn about the importance of sharing in a leadership role during uninterrupted work time. Students leave the lower elementary program feeling confident about their capabilities. Montessori students are well rounded, curious and busy learners. They have developed a sense of who they are, their place within their community and are eager to contribute to the group as a whole. The upper elementary student is a capable young person ready to tackle the challenges offered at this level. The student in an upper elementary Montessori program “reads to learn.” The student’s desire to go beyond the classroom environment for exploration, intensifies in upper elementary. Maria Montessori said “Let us give [the child] a vision of the whole universe. The universe is an important reality, and an answer to all questions. We shall walk together on this path of life, for all things are part of the universe, and are connected with each other to form one whole unity. This idea helps the mind of the child to become fixed, to stop wandering in an aimless quest for knowledge. He is satisfied, having found the universal center of himself with all things.” The upper elementary curriculum links school-based learning to the real world. Students, both as a class and in small groups, participate in many ‘going out’ excursions throughout the year that relate to cultural studies. In upper elementary, the students are encouraged to utilize the higher level thinking skills, including analysis, synthesis, and evaluation. |