“A Child is a Bridge Towards Love “A Child is a Bridge Towards Love. When You Touch A Child, You Have Touched on Love” María Montessori

MONTESSORI EDUCATION TRADITIONAL EDUCATION Emphasis on the structural cognitively and social development The teacher has the role of not being an obstacle during the classroom activity. The child is the active participant, in the learning process. The environment and methodology Montessori motivates the internal self-discipline. The individualized learning and in groups is adapted to the best learning style for each student. Groups of different ages The Children are motivated to learn, collaborate, and help each other mutually. The child chooses his/her own work depending on his own interest and ability. The child thinks up his/her own concepts of the material. The child works for as much time as they want on the projects or materials they choose. Emphasis on: Memorized Knowledge and Social development. The teacher possesses a role that is dominant and active in the function of the classroom. The student is a passive participant in the learning process. The teacher acts with the principle strength being external discipline. The Teaching in group is similar to the teaching style for adults. Groups of the same age. The teaching is done by he teacher and the is not motivated by collaboration. The structure of the curriculum for the child is done with little focus on the child's interest The child is being lead by the concepts of the teacher. he child is given a specific time, limiting his work.

TRADITIONAL EDUCATION MONTESSORI EDUCATION TRADITIONAL EDUCATION The child learns at his own pace as he absorbs the information acquired. The child discovers his own mistakes by mean of experimenting with the material. The learning is reinforced internally by means of repetition of one activity and the child receiving the feeling of success. Multi sensory material for physical exploration. Organized program for taking care of oneself and your immediate environment. (cleaning shoes, Washing etc.) The child can work where he or she feels comfortable, and where he/she can move liberally and speak softly without bothering his/her classmates. The job in groups is voluntary Organize the program for the parents to understand the Montessori-an philosophy and participate in the learning process. The direction of the teaching is usually concentrated on the norms for the group or the teacher. If the work is corrected, the errors are usually shown to the child by the teacher The teaching is reinforced externally by memorization, rote and repetition. Few materials for sensory development and few concrete manipulative elements. Less emphasis on the teaching of taking care of the immediate environment and oneself. The child is usually assigned seat and is encouraged to sit quietly and listen, during group sessions. The parents are involved and only concerned with funds and money, and do not participate in the understanding of the learning process.

We value the child appropriate materials for exploration and the independent selection of these materials. We prepare the classroom environment by the Pedagogic criteria. We modify the material being used until we can achieve that the children are interested by the material.

A child, three years old, is capable of choosing an object by him/her self and concentrating on this object intensely.

We respect silence

MONTESSORI WORK AREAS

PRACTICAL LIFE AREA At Montessorui house we familiarize the children with domestic works, giving them the opportunity of doing “practical life exercises” At any place in which there are children, they will want to be part of domestic tasks. A small child picks up day by day the image of the activities that form part of the family life.

The realization of those tasks allow the children to develop motor skills, giving them a lot of independence. Clean with a sponge Transfer small beans from one bowl to another.

Spread ham on a toast Transfer water through a syringe Transfer water from a jar to a glass

Use of the clothes pins Work on zipping and unzipping Squeeze an orange, transfer the juice to a glass and drink it

Martí transfers water with a perfect coordination and hand-eye ability Jan cleans with sponge the art material

LANGUAGE AREA

During the first three years of the kid’s life, children’s takeover of the language is very strong. At Little Land we continually reinforce this area by offering activities that promote the enrichment of they’re vocabulary.

For the Montessori methodology, language Has a continuous development With explosion phases: Towards 2 years-old, the word explosion. Between 4 and 5 the handwriting explosion Between 6 and 7 years-old, the interest explosion for grammar.

Before reading or writing, the child makes a number of structural activities that prepare him/her directly or indirectly for the reading and writing.

MATHEMATICS AREA Montessori philosophy considers that”maths should be a natural discover” Achieved through the development Of the practical life and sensory areas

Counting, transfer beans one in one Puzzles, geometric shapes

THE TEACHER = THE GUIDE The educator is “the guide” that needs a spiritual preparation allowing: -Waive to the child’s tyranny and have confidence in him/her. -see the child’s richness and purity and put herself to his/her service.

The guide is cautious, silent and passive in the activity. The guide serves the child in 3 ways: -Preparing and taking care of the environment -Facilitate the interaction of the child with the material -Observing the child’s work and development

SENSORY AREA Sharpen’s the senses, makes them be alert to detail and develop his perception abilities. In the picture: different sound containers

Little Lara is really good with puzzles The sensory material contribute to the math's mind development through precise perceptions (shape, color and textures), the correct use of the material and the material itself. Little Lara is really good with puzzles Our Cosi associates with colors

Distinguish and categorize shapes, size, colors, textures, weight and sound. Pablo associates color tablets Martí is curious, Claudia perceive through tactful senses.

ART AREA Art is a personal expression of the human being. It gives the child the possibility of developing his creativity and discover other ways to express his/her emotions.

MacKenzie paints a sea star with her little fingers Caroline paints with color crayons Shachar mold a snake with dough.

Cosima paints with different color crayons Vega paints a winter drawing blowing through a straw

MacKenzie mold dough with a knife Enrique enjoys painting with a paint brush

Result: Kids in freedom, with self-discipline, love for work and an early learning to reading and writing.

MONTESSORI METHODOLOGY Universal Application. Race, Color, Temperature/Climate, Nationality, Social range, type of civilization; None of which hinders their successful application Observation of the Natural character of the child. Reveal the child as a lover of work, chosen spontaneously, and taken in deeply as a deep joy.Basado en la necesidad imperiosa del niño de aprender haciendo. Based on the imperative necessity of the child to learning through "doing". It offers the child a maximum spontaneity, reaching superior levels of education than other tradition systems used in teaching. Discipline originates inside the child and is not imposed externally. Based on the deep respect for the child's personality, allowing the child space for biological growth, independently, permitting a wide margin for freedom The teacher treats the child individually when working with each material, guiding them according to his/her individual need. Each child works at his/her own rhythm. Lack of competitive spirit and its extensions leading to disastrous results. The child works dividing his/her independent selection, without competing and coercion, and the freedom of excessive tension, feelings of inferiority and other experiences that are capable of causing deep unconscious mental disorders in the future. Finally, the Montessori Method, develops the totality of the personality of the child, not only the intellectual faculties, but also his/heir's powers of deliberation, initiative and independent selection along with emotional complements. As living as a free member of society in a community, the child adhering to these social fundamental qualities, therefore incorporates the foundation of being a good citizen.