THE IM­PACT OF MONTES­SORI ON YOUR CHILD’S ED­U­CA­TION

Expatriate Lifestyle - Essentials Education - - Advertorial -

“Is Montes­sori ed­u­ca­tion ad­e­quate for my child?” A com­monly raised ques­tion by many par­ents as they pave the path for their young chil­dren, to en­sure their young ones re­ceive a strong head start in ed­u­ca­tion. Many par­ents have once doubted the Montes­sori Ap­proach be­cause it is dif­fer­ent from tra­di­tional kinder­garten how­ever over the past 30 years, The chil­dren’s house has firmly ad­here to the Montes­sori Method of ed­u­ca­tion and still strongly be­lieves in this sci­en­tif­i­cal­lyproven ap­proach. Aunty Nan, The chil­dren’s house’s founder shares on how the Montes­sori ed­u­ca­tion de­vel­ops a strong holis­tic foun­da­tion in the early years of a child.

Dr. Maria Montes­sori de­signed the ed­u­ca­tional ma­te­ri­als into 5 cur­ricu­lum ar­eas namely Prac­ti­cal Life Ex­er­cises, Sen­so­rial, Num­ber Work, Lan­guage and Cul­ture. It was in this set­ting, which had all fur­ni­ture, fit­tings and learn­ing ma­te­ri­als scaled down to child size that she saw the true na­ture of the chil­dren. She said “We must give chil­dren not only the world but a clear pic­ture of mankind in the world.”

The Montes­sori ed­u­ca­tion in­cul­cates the learn­ing of good man­ners, care of self, care of the en­vi­ron­ment, knowl­edge and un­der­stand­ing of the world, bi­ol­ogy, botany, zo­ol­ogy, geog­ra­phy, his­tory, maths, lan­guage and sen­sory ed­u­ca­tion in her cur­ricu­lum. Th­ese clas­si­fied teach­ing ma­te­ri­als were con­crete and sim­ple to han­dle. When the child be­comes deeply im­mersed in pur­pose­ful ac­tiv­ity and as a re­sult, de­vel­ops power of con­cen­tra­tion and ac­quires the love of learn­ing and ac­quir­ing new skills, re­sult­ing in char­ac­ter build­ing that goes hand in hand with in­tel­lec­tual de­vel­op­ment.

Through 30 years of ob­ser­va­tion and learn­ing of Montes­sori, Aunty Nan is for­tu­nate to wit­ness con­stant com­mu­ni­ca­tion and en­gage­ment in the class­rooms. “From timid and wild as they were be­fore, the chil­dren be­came so­cia­ble and com­mu­nica­tive.” Lit­tle by lit­tle, the chil­dren were choos­ing their work and fo­cus­ing on the ac­tiv­ity, com­plet­ing the process and fi­nally re­plac­ing them back on the shelf. The trans­for­ma­tion they un­der­went was no­tice­able. Their per­son­al­i­ties grew, they showed ex­tra­or­di­nary un­der­stand­ing, vi­vac­ity and con­fi­dence. They thrived on rou­tine, tidi­ness, com­mu­nal meals and above all the free­dom to move, to choose, free­dom to ex­press them­selves and free­dom to work at their own pace in a non-com­pet­i­tive, lov­ing en­vi­ron­ment. Rules were re­spected and har­mony pre­vails. They ob­served good man­ners spon­ta­neously. Their so­cial and in­tel­lec­tual ca­pa­bil­i­ties were ev­i­dent. The chil­dren be­came in­de­pen­dent, co­or­di­nated, self-dis­ci­plined, re­spon­si­ble, happy, so­cia­ble and above all, life­long learn­ers.

Th­ese com­pas­sion­ate chil­dren with a car­ing, re­spect­ful na­ture cer­tainly have a pos­i­tive self-im­age. Th­ese are the qual­i­ties that give them a good start in pri­mary school, how­ever Dr. Montes­sori ed­u­ca­tional ob­jec­tives are far reach­ing than that. Her vi­sion is that one day th­ese chil­dren with their pos­i­tive self-im­age will be­come eth­i­cal and com­pas­sion­ate adults who will lead the world to­wards peace and har­mony.

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