Primary Curriculum Dr. Montessori believed that no human being is educated by another person. Each person must do it themselves. A truly educated individual continues learning long after the hours and years he or she spends in the classroom because that person is motivated from within by a natural curiosity and love for knowledge. Dr. Montessori felt, therefore, that the goal of early childhood education should be not to fill the child with facts from a pre-selected course of studies, but rather to cultivate the child’s 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 his or her own choice, rather than being forced, and second by helping the child perfect his or her natural tools for learning so that the child’s abilities will be maximized for 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. A Montessori 3-6 environment is truly a House of Children. Children are free to choose their tasks. They are invited, but never required, to carry out a number of tasks. The adult is constantly observing and striving to meet their physical, mental and emotional needs. Once they have begun to concentrate on a piece of work, the adult respects this choice and concentration and does not interrupt. At this age we give the child, who is voraciously devouring experiences, the basic elements of all future studies – biology, art, geography, geometry, math, music and language. Practical Life Exercises The Practical Life Exercises continue through the Primary classes to an advanced degree. In addition children in the Primary classes may be observed polishing shoes, wood and silver, paring vegetables, preparing their own snack, arranging flowers, scrubbing tables, and sweeping and mopping floors. All these exercises provide the children with the tools for mastering their environment as well as giving them knowledge of the tools for independence. These exercises are also crucial to the development of the child’s attention span, social skills and development of small motor skills. It is advisable for parents to pay close attention to the children performing these exercises when observing the class. These are exercises that are easily incorporated into the daily routines of the home environment. In the Practical Life area of the classroom, children perfect their coordination and become absorbed in an activity. They gradually lengthen their span of concentration. They also learn to pay attention to detail as they follow a regular sequence of actions. Finally, they learn good working habits as they finish each task and put away all the materials before beginning another activity.  Sensorial Exercises The Montessori Sensorial apparatus is designed to make the child aware and to refine and elevate his or her senses. The Sensorial Material increases the child’s awareness and helps him classify his impressions, which brings order and knowledge and allows him to relate new information to what he already knows. Dr. Montessori believed that this process is the beginning of conscious knowledge.   Mathematics Dr. Montessori demonstrated that if children have access to mathematical equipment in their early years, they can easily and joyfully assimilate many facts and skills of arithmetic. On the other hand, these same facts and skills may require long hours of drudgery and drill if they are introduced to them later in the abstract form. Dr. Montessori designed concrete materials to represent all types of quantities, after she observed that children who become interested in counting like to touch or move the items as they enumerate them. By combining this equipment, separating it, sharing it, counting it and comparing it, they can demonstrate to themselves the basic operations of mathematics. Children in Montessori class never sit down to memorize addition and subtraction facts. They never simply memorize multiplication tables. Rather, they learn these facts by actually performing the operations with concrete materials. When the children want to do arithmetic, they are given a sheet of paper containing simple problems. They work the problems with appropriate materials and record their results. Similar operations can be performed with a variety of materials. This variety maintains a child’s interest while giving them many opportunities for the necessary repetition. As they commit the addition facts and the multiplication tables to memory, they gain a real understanding of what each operation means. In a Montessori classroom there are many materials that can be used for numeration, adding, subtracting, multiplying and dividing.   Language In a Montessori classroom children learn the phonetic sounds of the letters before they learn the alphabetical names in a sequence. The phonetic sounds are given first because these are the sounds they hear in words that they need to be able to read. The children first become aware of these phonetic sounds when the teacher introduces the consonants with the sandpaper letters. The individual presentation of language materials in a Montessori classroom allows the teacher to take advantage of each child’s greatest periods of interest. Writing, or the construction of words with the moveable alphabet, nearly always precedes reading in a Montessori environment. Gradually, the children learn the irregular words and words with two and three syllables by doing many reading exercises that offer variety rather than monotonous repetition. Also available in the Montessori classroom are many attractive books using a large number of phonetic words. Proceeding at their own pace, children are encouraged to read about things which interest them. Their skill in phonics gives them the means of attacking almost any new words so that they are not limited to a specific number of words which they have been trained to recognize by sight. The children’s interest in reading is never stifled by monotony. Rather, it is cultivated as their most important key to future learning. They are encouraged to explore books for answers to their own questions, whether about frogs, rockets, stars or fire engines. In a Montessori class, the children are introduced to grammar by games that show them that nouns are the names of things, adjectives describe nouns and verbs are actions words. The activity becomes most enjoyable.   Physical Education Each teacher provides instruction in age-appropriate physical education activities that refine gross motor skills and provide another opportunity for socialization, practicing cooperation and developing concentration.   Cooking and Nutrition The children study the four basic food groups and learn what their bodies need in order to be healthy. They cook nutritious foods that revolve around their studies of other countries.   Arts and Crafts Art in the Primary environment strives to maintain the great joy the child finds in creating something of his or her own. The children have the freedom to explore their imaginations in a variety of mediums used for expression. The importance of the projects is stressed at this time, not the end product. For the Extended Day children, art projects are also integrated into all the other curriculum areas.   Cultural Awareness The children gain an awareness of the world around them by exploring other countries, their customs, food, music, climate, language and animals. This helps to raise their consciousness about other people, to gain an understanding of tolerance and therefore, compassion for all the people of the world.   Physical Geography The large wooden puzzle maps are among the most popular activities in the classroom. At first the children use the maps simply as puzzles. Gradually they learn the names of many of the countries as well as information about climate and products. The maps illustrate many geographical facts concretely. Children also learn the common land formations such as island and peninsulas, by making them.   History Montessori offers the children a concrete presentation of history by letting them work with Time Lines. Time Lines are very long strips of paper that can be unrolled and stretched along the floor of the classroom. The line is marked off in segments that represent consecutive periods of history.   Music, Music Appreciation and Creative Movement The music and creative movement program is an ongoing flexible process that integrates itself into the academic program of the St. Maarten Montessori School. The philosophy brings together music appreciation, rhythm, body movement, the study of great composers and singing. Students are able to play different percussion instruments from around the world and to express their natural rhythm through movement. Singing gives practice in language, new words, poetry and historical and other cultural information. Children hear stories of composers and about their lives as children. Their musical ear is developed daily through listening to all types of music.   Science and Nature In science the child’s natural curiosity is stimulated through discovery projects and experiments, helping the child draw his or her own conclusions. The plant and animal kingdoms are studied in an orderly fashion to foster a love and appreciation for all living things.   Extended Day The extended day program provides the children with more time to reinforce skills in preparation for entering elementary school. The teacher plans a relaxed, pleasant afternoon within the Montessori environment. Following lunch, the children go outdoors for free play and then settle back down into the classroom. This afternoon period, or Extended Day program, is a time for special projects and there is opportunity for reinforcement of learning. The opportunity for greater socialization is presented through the lunch program. The class teacher will advise the parents and invite the child to join the extended day program when she believes that a particular child is ready for the program. ELEMENTARY SCHOOL CURRICULUM The Montessori Elementary Program offers individualized instruction which means that the child may work and be helped on an individual basis. Individualized learning establishes more intimate contact between the student, the teacher and the work. The teacher can become involved with the child in a way other than the “talk and chalk” stance before an entire class. Montessori individualized instruction deals in the concrete. The program permits a variety of approaches, using at every turn dynamic and colorful manipulatives which materialize abstract principles. These beautiful concrete materials are used throughout the entire curriculum, including math, reading, grammar, writing, spelling, geography, history, natural and general science. Students design a one week contract with the teacher to guide their required work, to balance their general work, and to teach them to become responsible for their own time management and education. The work of the 6-12 classes includes subjects usually not introduced until high school.   General Education Objectives of the Montessori Elementary Program Physical Goals: Developing a body whose movements are mastered and controlled. Developing the fine coordination necessary for writing and manipulation of materials. Learning sports which can be enjoyed into adulthood.   Emotional Skills: An awareness of one’s own feelings. Sensitivity to and consideration for the feelings of others. An awareness of one’s effect on others. Emotional Goal: > Developing a good self image.   Intellectual Skill: The mastery of the necessary tools or skills (such as reading, writing, etc.) in order to be able to pursue knowledge. An understanding of how to find information and use various media.   Intellectual Goal: To become a learner who becomes independent of the adult.   Content Goals:  An understanding of the evolution of life and a feeling of responsibility toward further evolution. An understanding that all people have the same basic needs and an appreciation for the variety of ways in which those needs are met. An awareness of the interdependence of humankind and nature, with a responsible feeling toward an ecological whole. An awareness of the interdependence of people and nations, with a desire for cooperation and peace. Language In the language area of the elementary curriculum the child will begin using concrete materials for deciphering the parts of speech, sentence analysis and word study. They will later escalate to a more abstract synthesis of these ideas and will be involved in more complex sentence structure, creating coherent paragraphs with accurate punctuation, poetry, parts of a story through novel study and more creative writing in their own independent compositions.   Foreign Languages Primary full day and Lower Elementary students will have the opportunity to choose either Dutch of French as a second language study. Upper Elementary students may also choose Dutch or French.   Mathematics From Lower to Upper Elementary, the Montessori child moves from the concrete materials to an abstract consolidation of the four operations with whole numbers, fractions and decimal numbers, as well as a number of more advanced mathematical concepts including squaring, cubing integers, basic algebra and other topics. These are necessary for further individual development in mathematics.   Geometry Geometry in Montessori follows the historical development of the subject. Geometry began as a concrete experience with abstractions following at a later time. Each child follows the same sequence. Geometry is experienced sensorially though manipulation of both plane and solid geometric figures. These materials induce a creative activity that involves two and three dimensional construction of various forms, artistic drawings and ornamentation. Geometric nomenclature is supplied so that the child will have as much information as possible at his or her command when entering the stage of exploring why, how and when things happen. If the six year old child has had no previous Montessori exposure, this sensorial experience in geometry is made available immediately upon entrance into the Elementary classroom. The foundation of the study of Geometry is the familiarity through sensorial experience.   Social Studies and Science Dr. Montessori felt that Social Studies and Science should be integrated into the classroom as they are in life. Therefore, there are no clear distinctions or lines of demarcation among any of the various areas that are included in this section when they are studied in the classroom. Montessori biology is structured in such a way as to give the child a means of classification so that he or she can structure and relate the facts of the body. The study should reveal to the child that classification approximates evolution. The ultimate goal is an ecological view of life and a feeling of responsibility for the environment. The child will see that each individual life on earth is seemingly selfish (fighting for its own survival) but in reality each serves the good of the whole. Montessori calls this the Cosmic Plan. Montessori history follows the development of the solar system, life on earth, the development of humankind, early civilizations and recorded history. The child sees that the long labor of humankind was needed to accomplish all that is enjoyed here today. The study of geography is designed to show how the physical configurations are the basis for the study of economic geography that shows the interdependence of all people. The first science experiments are designed to give the child basic knowledge which will make possible the understanding of the development of the solar system, the earth and it’s configurations, life on earth and the needs of plants and animals.   Human Relations and Culture Studies The Montessori Human Relations curriculum serves as an organizing center for the “cultural subjects”, especially geography and history. It is introduced as early as possible in the Elementary program. The Fundamental Needs of Humankind chart is placed in the classroom for the purpose of evoking discussion. The chart illustrates the following:   Material or Concrete Needs Spiritual or Abstract Needs Food / Nourishment Clothing Housing / Habitation Transportation Defense   Culture Religion Love Adornment Good Self image Arts and Crafts In the Montessori Elementary Class, the adult aids the child in the development of skills in order that the child may creatively express him of herself through various media. In addition to art expression for its own sake, art is an integrating factor for the rest or the curriculum. The child may utilize it in such ways as geometrical drawings, geographical maps, mathematical graphing, or illustrations for history, botany, zoology, social studies, geology, geography, physics, etc. With a variety of techniques and media at their disposal, the elementary aged children may choose appropriate forms of artistic expression for other areas of the curriculum. A study of the historical development of artistic expression is made available within the history of material. It is developed simply at first as an idea by itself. Then, as the child matures, it is related to architecture, religion, music, literature, inventions, exploration, etc. Later it is taken again by itself and studies more deeply. Appreciation activities are a natural part of the historical study.   Music Music in the Elementary program consists of related elements including singing, music theory, ear training, eurhythmics, production of music and music appreciation. Singing provides opportunities for understanding scales, expression of feelings and understanding other cultures. Singing provides children with a repertoire of melodies that they can use in the production analysis of music. It is at this age that children are first introduced to learning how to play the recorder, a simple wind instrument. In the Upper Elementary Program, children can choose the Recorder or Keyboard as an instrument of further study. The feeling expressed by a piece of music, such as a folk song composition of a great composer, can be absorbed and recognized by children. This in turn may lead to quiet listening and contemplation, to expression of the feeling in writing or in art, to examining of qualities and characteristics of different musical instruments, or to the understanding of an era or a group of people through the music, which they produced. This may lead to the study of style and musical form. The opportunities for expansion are limitless.   Physical Education The St. Maarten Montessori School has a gymnasium with climbing equipment as well as a basketball court. The school also uses the facilities of the Raoul Illidge Sports Complex for a variety of sports activities. Biological studies relating to physical education includes human anatomy, physiology and nutrition. Practical life areas such as carpentry, sewing, weaving and movement to music also relate. An interest in the development of skills that could be used in later life is the emphasis, along with the challenge of competing with oneself rather than competing with others.