Primary Program

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During the ages of 3 to 6 years old, the child is undergoing a process of self-construction. The application of the Montessori philosophy and the specifically designed Montessori learning materials sustains the child’s ability to absorb knowledge and continue this path of self-construction.

There are four main areas in the Primary program: Practical Life, Sensorial, Language and Mathematics.

  • The Practical Life component of the Montessori approach is the link between the child’s home environment and the classroom. The child’s desire to seek order and independence finds expression through the use of a variety of materials and activities which support the development of fine motor as well as other learning skills needed to advance to the more complex Montessori equipment. The practical life materials involve the children in precise movements which challenge them to concentrate, to work at their own pace uninterrupted, and to complete a cycle of work which typically results in the feelings of satisfaction and confidence. Practical life encompasses four main areas: Control of Movement, Care of Person, Care of Environment, and Grace and Courtesy.
  • The Sensorial area recognizes that from an early age children are developing a sense of order and they actively seek to sort, arrange and classify their many experiences. The sensorial component provides a key to the world, a means for a growth in perception, and understanding that forms the basis for abstraction in thought. The sensorial materials give the child experience initially in perceiving distinctions between similar and different things. Later the child learns to grade a set of similar objects that differ in a regular and measurable way from most to least. Each piece of equipment is generally a set of objects which isolate a fundamental quality perceived through the senses such as color, form, dimension, texture, temperature, volume, pitch, weight and taste. Precise language such as loud/soft, long/short, rough/smooth, circle, square, cube and so on is then attached to these sensorial experiences to make the world even more meaningful to the child.
  • When it comes to Language activities, Maria Montessori did not believe that reading, writing, spelling and language should be taught as separate entities. Oral language acquired since birth is further elaborated and refined through a variety of activities such as songs, games, poems, stories and classified language cards. Indirect preparation for writing begins with the practical life exercises and sensorial training. Muscular movement and fine motor skills are developed along with the ability of the child to distinguish the sounds which make up language. Creativity is encouraged and the child grows in appreciation of the mystery and power of language. Because children know what they have written, they soon discover they can read back their stories. Reading books both to themselves and others soon follows.
  • Mathematics is a way of looking at the world, a language for understanding and expressing measurable relationships inherent in our experience. A child is led to abstract ideas and relationships by dealing with the concrete. The child’s mind has already been awakened to mathematical ideas through the sensorial experiences. The child has seen the distinctions of distance, dimension, graduation, identity, similarity and sequence and will now be introduced to the functions and operations of numbers. Through concrete material the child learns to add, subtract, multiply and divide and gradually comes to understand many abstract mathematical concepts with ease and joy.
  • Considerable emphasis is also placed on Creative Arts, Music, Science, Geography and Cultural Studies.