The Montessori Classroom
Learning Areas
There are four basic learning areas in the Montessori Class:
- Practical Life
- Sensorial
- Language
- Mathematics
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Practical Life
Practical Life encourages independence
of the person, respect for the environment, and grace and courtesy.
The demonstrations convey sequence and separation of component parts.
Practical life develops "OCCI":
- Order
- Concentration
- Coordination
- Independence
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Language
Language and its development is an
integral part of each learning area, as well as a special area in and of
itself. The classroom exposes the child
to many materials and activities that will enable him to develop and refine his
vision, hearing and speech as a preparation for more formal learning of
language. In general readiness, the
child prepares his hand for writing with equipment such as the metal insets.
A sensorial and cognitive impression of the
phonic sound is important before writing begins.
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Sensorial
Sensorial exercises are designed to
develop an awareness of visual, tactile, auditory, olfactory, and gustatory
senses. Sensory education helps the
child acquire details and accurate knowledge. It is a basis for future cognitive learning.
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Mathematics
Mathematics introduces quantity,
symbol, and the decimal system, preparing a solid foundation for work in basic
equations and abstracts.The material
isolates the idea to be taught . . . the child cannot get ahead of himself.
The red and blue rods teach cardinal, rather
than original function.
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Points of Interest in the Classroom
Prepared Environment
Order,
everything has its place, is neat, attractive, and accessible. Equipment is of the highest quality, and it
is essential that it be in good condition and attractive.
Liberty Within Limits
The child is
free to develop in accordance with his inner needs, in an environment designed
to allow him to experience order and discipline, until these qualities flower
from within and become part of the child's being.
Cycles Of Work
A child works better
when left to himself with a minimum of adult interference. A child is "done" when he is
"finished." He has fulfilled
his need to do a particular activity. Doing for himself is purposeful to a child.
Process Not Product
The fact that a
child completes an activity from beginning to end is more important than the
end product. In time the child will
learn to recognize his errors.
Control Of Error
The materials are
designed so that the child can see his errors. For example, the pink tower will show visual disharmony and/or fall
over.
Auto Education
This is the goal,
self-education.
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