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History of Montessori
American Montessori Society Montessori vs Traditional Education
Curriculum
Elementary The
Elementary Advantage
Pre Primary
Program Schedule
21st
Century Skills
Additional Educational Programs
After Montessori
FAQ's
Recommended Reading
 The Montessori Method is based on the insights of Dr.
Maria Montessori, who believed
that no human being is educated by another person. A child
must do it himself or it will never be done. A truly educated individual
continues learning long after the hours and years he spends in the classroom
because he is motivated from within by a natural curiosity and love for
knowledge. Dr. Montessori felt, therefore, that the goal of early
childhood education should not be to fill the child with facts from a
pre-selected course of studies, but rather to cultivate his own natural
desire to learn.
In the Montessori classroom
this objective is approached in two ways: first, by allowing each
child to experience the excitement of learning by her own choice
rather than by being forced; and second, by helping her to perfect
all her natural tools for learning, so that her ability will be at a
maximum in future learning situations. The Montessori materials have
this dual long-range purpose in addition to their immediate purpose
of giving specific information to the child.
The use of the materials is
based on the young (age 0-6) child's unique aptitude for learning -
literally absorbing information from the environment like a sponge.
Over eighty years of experience have proved her theory that a young
child can learn to read, write and calculate in the same natural way
that he learns to walk and talk. In a Montessori classroom the
equipment invites him to do this at his own periods of interest and
readiness.*
Nearly 100 years ago, an Italian physician
inspired the birth of a worldwide educational movement. Dr. Maria
Montessori, one of Italy’s first female physicians, became
interested in education while caring for mentally challenged
children in a psychiatric clinic in Rome. There she combined
sensory-rich environments and hands-on experiential techniques in
the hopes of reaching children previously labeled “deficient and
insane.”
The experiment was a resounding success. Within two years, the
children were able to pass Italy’s standardized public school tests.
More importantly, Montessori’s innovative practices had elicited
positive learning behaviors from children previously left behind by
society.
In
1907, Montessori continued shaping her learning model by opening “A
Children’s House” in Italy for pre-school children. With her
scientific background to guide her, she observed how young people
learned best when engaged in purposeful activity rather than simply
being fed information. She drew upon her clinical understanding of
children’s cognitive growth and development in constructing an
educational framework that would respect individuality and fulfill the
needs of the “whole child.” Dr. Montessori’s pioneering work created a
blueprint for nurturing all children –learning disabled to gifted - to
become the self-motivated, independent and life-long learners that are
the ultimate goal of today’s educational reform movement.**
 Since that time, Montessori’s philosophy, materials and
practices have spread around the globe and have been implemented in a variety of
cultural settings. She was nominated for the Nobel Peace Prize three times - in
1949, 1950, and 1951. Following Dr. Montessori’s death in 1952, the practice
enjoyed a renaissance in America as parents sought new learning options for
their children. In 1960, parent and teacher Dr. Nancy McCormick Rambusch founded
the American Montessori Society (AMS) to meet
an overwhelming public demand for more information on Montessori education.
The American Montessori Society was created to monitor the high
standards and certify schools accordingly. The teachers had to be trained
in the method over a long period, receive their certifications, intern for
a year under an experienced teacher and then lead a classroom. It is the
responsibility of the teacher to create a positive energy in a
non-threatening environment, have the ability to relinquish control and
instead empower children to build themselves day after day. AMS is committed to furthering Montessori philosophy, making it a
growing educational program, and promoting better education for all children
regardless of age, socioeconomic status, or geographical location.
Montessori around the world emulates this philosophy and finds tremendous
success in initiating a process from a very early age, to be independent,
confident, and most importantly to think ‘out of the box.’ This is the
most valuable gift that Montessori has given to thousands of children who
grow up with a different perspective of life and its challenges. Today, Dr. Montessori’s visionary ideas flourish. As more and
more schools incorporated core elements of her model -multi-age classrooms, early
childhood education - Montessori became widely recognized as being ahead of her
time. Remarkably, her visionary ideas remain viable concepts that have
profoundly influenced the entire educational landscape. In 2007,
generations of Montessori students, teachers, alumni and supporters will mark
the 100th Anniversary of her idea.
AMS SCHOOL ACCREDITATION**
AMS Accreditation is a voluntary process
undertaken by schools that are committed to continuous school
improvement. Through a self-study and documentation process a school
defines itself in terms of strengths and areas that need improvement
and validates that the school is what it says it is and does what it
says it does.
However, the real value resides in the good
things that happen to the school as it achieves and maintains
accreditation. The self-study process is one of discovery and
empowerment. The school’s self-study examines itself in light of its
own philosophy, involving all its constituents. It results in strong
self-evaluation and a strategic plan that fosters continuing school
improvement. The school uses Standards For American Montessori
Schools and six essential qualities established by research and
consensus as the essence of the educational nature of Montessori
education. The essential qualities are:
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The Montessori Learning Environment
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Montessori’s Learning Activities
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Montessori Learning Relationships
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Montessori Spirituality
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What the Montessori Teacher Is
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What the Montessori Teacher Does
For more information please visit:
THE AMERICAN MONTESSORI SOCIETY
www.amshq.org
Montessori emphasizes learning
through all five senses, not just through listening, watching, or
reading. Children in Montessori classes learn at their own,
individual pace and according to their own choice of activities from
hundreds of possibilities. Learning is an exciting process of
discovery, leading to concentration, motivation, self-discipline,
and a love of learning. Montessori classes place children in
three-year age groups (3-6, 6-9, 9-12, and so on), forming
communities in which the older children spontaneously share their
knowledge with the younger ones. Montessori represents an entirely
different approach to education.
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Montessori children are
unusually adaptable. They have learned to work independently and in
groups. Since they've been encouraged to make decisions from an early
age, these children are problem-solvers who can make appropriate choices
and manage their time well.
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They have been encouraged
to exchange ideas and discuss their work freely with others. Their good
communication skills ease the way in new settings.
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Research has shown
that the best predictor of future success is a positive sense of
self-esteem. Montessori programs, based on self-directed,
non-competitive activities, help children develop strong self-images and
the confidence to face challenges and change with optimism.
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Traditional
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Teacher has unobtrusive
role in classroom activity; child is an active participant
in learning. |
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Teacher has dominant
active role in classroom activity; child is a passive participant
in learning. |
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Environment and method
encourage internal self-discipline.
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Teacher acts as primary
enforcer of external discipline.
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Instruction, both
individual and group, adapts to each student's learning style.
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Instruction, both
individual and group, conforms to the adult's teaching style.
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Mixed age grouping.
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Same age grouping.
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Children are encouraged
to teach, collaborate, and help each other.
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Most teaching is done by
teacher and collaboration is discouraged.
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Children choose own work
from interests and abilities.
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Curriculum structured for
the child with no regard to the child's interests.
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Child works as long as
he/she wishes on chosen project.
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Child generally given
specific time limit for work.
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Child sets own learning
pace to internalize information.
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Instruction pace usually
set by group norm or teacher.
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Multi-sensory materials
for physical exploration. |
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Fewer materials for sensory development and concrete manipulation. |
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Organized program for
parents to understand the Montessori philosophy and participate in
the learning process. |
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Voluntary parental
involvement, often only as fundraisers, not participants in
understanding the learning process.
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 Dr.
Montessori stated that the most important period of life is from birth
to the age of six. Psychological studies confirm that from
conception to age 4, the individual develops 50% of his mature
intelligence; from ages 4 to 8 he develops another 30%. This rapid
growth of intelligence is critically influenced by the early environment
and the importance of favorable conditions during these years can not be
over emphasized. Turtle River's facility embodies the unique
cycle of learning designed to take advantage of the child's sensitive
years between three and six. Classrooms are structured
with custom-designed materials, geared to the size, pace and interests that
stimulate the child's natural desire to learn and give him freedom. Our classrooms are designed to
accommodate a three year age span, with the
pre-primary beginning at two and one half to six, the
junior elementary from six to nine, the
senior elementary from nine to twelve.
Each
classroom is headed by a fully trained
Montessori directress. There are two
full-time assistants and the adult to child
ratios are between 8 or 9 students to one
adult.
Click here to see our Program Schedule
and Daily Schedule of Activities
 Our Elementary
program has a vast curriculum covering all
the Sunshine State's Standards and goes far
beyond the minimum levels in exposure to advanced concepts in
all the subjects. Like Montessori
primary, Montessori elementary is organized in three-year age
groupings. At both levels, the multi-age grouping provides children
with opportunities for broad social development. Our
Teacher/Student Ratios are low: not more than 10 to 1. The rooms are furnished
with many hands-on materials, and abstract
learning is introduced at this level. With
the strong foundations that the students
have based on their concrete experiences,
the abstract concepts begin to fall in place
by this age.
The Hallmark of
Montessori Education is the use of Hands-On materials, which clearly
define abstract topics like multiplication, algebra, geometry and
language skills in a fun, challenging manner that allows children to
progress at their own pace. Our Montessori Teachers are
Observers, providing guidance to self-directed students.
Our students test off the charts when it comes
time to enter middle school, but the most important qualities
instilled in a Montessori Elementary environment are these:
Self Esteem
Student Empowerment and Individual Responsibility
Self Motivation and Self Organization
Love of Learning
Global Viewpoint
Strong Basis in Abstract Concepts
Critical Thinking Skills To learn much more about
the Turtle River Elementary Program, please
continue to The Elementary Advantage page
of our website. Impossible to envision your 6-9 year old
organizing her own day to meet her self-proclaimed goals?
Finding it hard to imagine your 7 year old son participating in a
flawless school production? Chuckling at the thought of your
young daughter doing long division? We invite you to join us
in the Classroom to observe the Montessori system at work.
Call Turtle River's office to schedule an appointment.
Our PrePrimary
classrooms offer a variety of activity as
well as a great deal of movement. The setting is furnished with scientifically
designed materials that impart all the basic
concepts of language, math, science, botany,
zoology, and cultural subjects in
conjunction with music, physical education,
art, Spanish, sign language, yoga and gardening.
A three-year-old, for example, may be washing clothes by hand while a
four-year-old nearby composes words and phrases with letters known as
the moveable alphabet. Meanwhile, a five-year-old performs
multiplication using a specially-designed set of beads. Although much of
the work at this stage of development is done individually, often
children enjoy working at an activity with friends. Sometimes the entire
class is involved in a group activity, such as storytelling, singing, or
movement.
Turtle River’s Montessori-trained teachers
arrange the materials in five core curriculum areas and all lessons
are presented one-on-one by the teacher to a
child:
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Practical Life Exercises: Through activities involving self-care
and care of the classroom environment, the child’s coordination and
concentration develop, leading to a sense of order and independence.
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Sensory Exercises: Designed to sharpen the child’s five senses,
these exercises help the child to understand sensory impressions, including
shape, weight, texture, color, smell, taste, and sound.
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Literacy Activities: Beginning with oral expression in songs, the
child progresses through the tracing and recognition of letters to beginning
writing in formal exercises. As a common outgrowth of this literacy
preparation, many children begin reading during pre-kindergarten.
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Mathematics Activities: By working with concrete materials, the
child develops a solid basis for understanding the decimal system, geometric
forms, and basic arithmetic operations.
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Cultural Subjects: This diverse and attractive group of
curriculum materials sows the seeds of interest in geography, zoology,
botany, music, and art. The classroom environment is rich with “keys” to the
exploration of nature and human societies.
During daily activity periods, each child freely selects materials from any
of these five areas. By carefully observing each child, the teacher determines
an individual’s needs, then suggests specific Montessori materials to aid each
child’s growth based on interest and readiness. Constantly alert to the developmental nuances of each child, the teacher adjusts the classroom environment accordingly, allowing each child to
learn at her own pace.
The most important discovery that
Dr. Montessori has contributed to the field of child development and
education is the fostering of the best in each child. She discovered
that in an environment where children are allowed to choose their
work and to concentrate for as long as needed on that task, that
they come out of this period of concentration (or meditation or
contemplation) refreshed and full of good will toward others. The
teacher must know how to offer work, to link the child to the
environment who is the real teacher, and to protect this process. We
know now that this natural goodness and compassion are inborn, and
do not need to be taught, but to be protected.
21ST CENTURY SKILLS
Skills such as literacy, problem solving,
innovation and creativity have become critical in today’s
increasingly interconnected workforce and society. Montessori teachers share the same common goals for our students,
including:
Young children want and need to experience
the world on their own. As early as 18
months, they begin their quest for
independence - a drive that will not abate
until adulthood. At Turtle River Montessori,
we give children the necessary tools,
guidance and opportunities to develop
independence and self-reliance.
We want children to learn for the joy of
learning - not to please adults - as it is
only in this way that we help create adults who continue to learn and
grow their whole lives. Children are
naturally curious; they are fascinated by
the wonders of the world, and they learn
effortlessly from it, simply by existing in
the environment. At Turtle River Montessori,
our mission is to spark that curiosity
within each individual child, which creates
excited, joyful learners. Instead of giving
the child the right answers, we ask the
right questions, leading them to discover
the answers for themselves. A child's ultimate
discovery is his true potential as a human
being.
At Turtle River,
besides mastering
academic skills, the children are involved in a Peace Curriculum which
helps them with learning social skills and conflict resolution. We focus on
interpersonal relationships and assist and
teach them to solve problems and conflicts, so that eventually they can
do so without the help of adults.
It is our firm
belief that if a child's self esteem is
greatly nurtured, he/she will accomplish
more and will have better life skills for
later in life. Our goal is to develop children who can express themselves politely and
confidently, expressing themselves and
problem solving in a manner that benefits the
entire classroom community.
GLOBAL AWARENESS
As part of a 21st century learning environment,
students need a deeper understanding of the
thinking, motivations, and actions of people from different cultures
and countries in order to appreciate the rich diversity experienced
here in the US as well as across the world. Through the study
of countries, ethnic celebrations, arts and crafts and cultural
differences, we at Turtle River provide fun and educational
opportunities for learning. The highlight of the Awareness
Program is our Cultural Peace Festival held annually, in which the
classes choose a country to study for a month, collecting and
creating artifacts and crafts to display in the room, studying the
culture and preparing for a presentation of songs, facts and skits
about the country. Students receive a passport and travel to
visit the other classrooms' countries, tasting food, watching live
panoramas and looking at the class's collection. Additional
celebrations include Diwali the Indian Festival of Lights, St.
Patrick's Day, Kwanzaa, Hanukkah, Christmas, Korean New Year, and
more. These studies also offer parents an opportunity to share
their own cultural heritage in the classroom.
In 2006 Turtle River began a 'Friendship Exchange' with Umnqophiso
(pronounced OOM-click-PEE-SO) Pre School in South Africa. This gives
Turtle River students the opportunity to learn about very different
cultures, while helping them become aware of how fortunate they are,
as well as the importance of helping others.
Click here to
learn more.
As an enhancement to Turtle River's standard
curriculum, we offer our students weekly sessions in the following
areas:
Spanish
Taught by a Turtle River teacher originally from Colombia, students
learn basic words and phrases as well as gaining exposure to hearing
the language.
Sign Language
Students learn how to sign letters and words while learning the
importance of getting along without making a sound.
Music Appreciation
Weekly classes full of musical building blocks to awaken and develop your
child’s inborn joy and talent for making music. Programs are age-appropriate and
incorporate the internationally acclaimed Musikgarten curriculum. Children
are exposed to music from around the world, different instruments
and their sounds, musical play, tonal and rhythmic patterns as well
as locomotive movement.
Yoga
The basics of yoga - the importance of exercise, stretching and
relaxation - are incorporated in our fun Yoga for Kids Program.
Students stretch like a cat, stand like a flamingo and stay still
like a tree. (Elementary students have a formal Physical Education
program)
Art
Offered weekly to Elementary students, the Art Program provides
instruction in artistic techniques and varying media, encouraging
students to try different ways of creative expression. Art is
part of the daily curriculum in Pre-Primary. Parents often wonder how their child will handle the
transition from Montessori to a more traditional
system. Follow-up studies have indicated that Montessori
graduates have little or no trouble with the transition and
that most excel academically as well as socially in
traditional educational environments. Because they have had
the advantage of sustained relationships within multi-age
groups, they have insight into the personalities of other
children. They make friends easily. They have a balanced
outlook on life. Montessori graduates are usually very
level-headed and good problem solvers. Their project
orientation emphasizes working beyond set limits to gain
complete knowledge of a subject. They do not study just to
get good grades. They study because they love to learn.
For frequently asked questions about
Montessori and Turtle River's curriculum,
please click here to go to our
New Parents'
FAQ page.
We encourage parents to educate
themselves about Montessori education so
that their family can get the most out of
the experience in our school community. We
offer many parent education nights
throughout the year to explain the
Montessori philosophy. In addition, we
recommend the following books as a
supplement.
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Montessori: The Science Behind the Genius,
by Angelina Stoll Lillard
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Education for Human Development, by Mario Montessori, Jr.
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The Montessori Revolution in Education, by E.M. Standing
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The Montessori Elementary School and its Curriculum, by Jean K
Miller
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The Montessori Way, by Tim Seldin
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Children Learning, by Paula Polk Lillard
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Montessori, A Modern Approach, by Paula Polk
Lillard
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Montessori in the Classroom, by Paula Polk
Lillard
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Montessori Today: A Comprehensive Approach to Education from
Birth to Young Adulthood, by Paula Polk Lillard
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Conscious Discipline, by Becky Bailey
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Montessori Play And Learn: A
Parent's Guide to Purposeful Play from Two to Six, by Lesley Britton
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Teach Me to Do It Myself:
Montessori Activities for You and Your Child, by Maja Pitamic
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Children: The Challenge, by Rudolf
Dreikurs
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Setting Limits : How to Raise
Responsible, Independent Children by
Providing Clear Boundaries, by Dr.
Robert MacKenzie
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Setting Limits for the Strong Willed
Child, by Dr. Robert MacKenzie
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The Absorbent Mind, by Dr. Maria
Montessori
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The Secret of Childhood, by Dr. Maria
Montessori
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Spontaneous Activity in Education, by Dr.
Maria Montessori
*Excerpted from A Parent's
Guide to the Montessori Classroom by Aline D.
Wolf
** Excerpted from American Montessori Society
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