Rocklin Montessori Classroom
Independent Learning
The classroom environment is critical to fostering the independence found in the Montessori learning experience. The “prepared environment” is specifically created to inspire each child to realize his or her own academic, personal and social potential.
“Never give more to the mind than to the hand,” states Maria Montessori. Children in this 2 - 5 age range learn in a sensorial manner. Concrete materials, therefore, are provided so that the child may explore the world in a hands-on, purposeful fashion, formulating a connection between the manipulation of material and the learning experience.
Practical Life: A core component of the Montessori environment is the Practical Life area. The materials in this area are designed to develop concentration, coordination, order and independence, preparing the mind for more abstract concepts of learning in the future. Using everyday objects and utensils, the child bridges the gap from home to school. The activities involve the skills necessary for the child to care for him/herself, others and the environment, while simultaneously building the fine motor skills required for later writing ability.
Sensorial: Materials in this area refine the senses: sight, sound, tactile, olfactory (smell), baric (weight), kinesthetic (shape-muscle memory), equilibrium (balance), and chromatic (color). The materials provide numerous concrete opportunities for perceptual discrimination of graded series of stimuli. The areas of concentration, coordination, order and independence developed in the Practical Life materials are further refined. The Sensorial materials are a further preparation for reading, writing and mathematics.
Mathematics: The math materials are sequenced to lead the child from the concrete to the abstract. The child begins working with materials that are very sensorial in nature. The sequence gradually removes the sensorial clues, and the child begins working with numbers in the abstract form of numerals on paper.
Cultural Subjects: (Science, Geography, Foreign Language, Art and Music and Movement)
Science includes observational activities, such as watching, over time, the metamorphosis of silk worm larvae into new silk worm moths, as well as experimentation, matching, sorting and sequencing activities. Several units are covered over the course of a year: animals, dinosaurs, butterflies, silk worms, frogs, spiders, plants, shells, body parts, weather, rocks, astronomy, sink & float, and magnetism.
Geography studies introduce the children to the concepts of globes, landforms, countries and cultures. While the subject is abstract in greater scope, the materials used are specifically designed to build a basic understanding for future exploration. The children enjoy and are interested in learning about people and animals from the various parts of the world.
Foreign Language exploration fosters an understanding of the diversity of cultures in our world. Counting, reading and singing in French and Spanish takes place routinely. Parents and children who speak other languages or who travel internationally are asked to share their languages and experiences with us. It is beneficial to all to see pictures and hear stories of far away places.
The Art materials are designed to allow children to experiment with various art media and to encourage creativity. The children are encouraged to express themselves and to “play” with the media, as there are no “mistakes” with art. A variety of media are used: watercolor, tempera and finger paint, shaving cream, chalk, markers, pastels, collage, etc. The use of art materials further develops the child’s concentration, coordination, order and independence.
Most Music activities are done as a group as we sing with the guitar and rhythm instruments. A collection of international instruments are available for the children’s use. Many finger-plays, action songs, dance and movement activities take place daily.
