Primary Program (Ages 3-6)
Our Primary Classroom is an environment of consideration, order, concentration, and inspiration as the children develop together from age three to six years old. The mixed aged ratio of the classroom creates an atmosphere of building community. The younger children learn by observation of the older children and the adult guide. The older children deepen the relationship they have of learning through practice of leadership skills by sharing their knowledge with the younger children, as well as through the completion of larger work. The goal in our primary program is to guide each child to build an inner foundation that nurtures independence, compassion, and fosters self-motivated learning.
The experiences of learning in the Primary Curriculum are categorized into four areas:
Practical Life
Throughout the children’s time in the Primary classroom the children’s activity encompasses a variety of work that relates to tasks that reflect the daily life of each child. The exercises in Practical Life consist of care of the self (tasks that incorporate practice of functional independence such as tying a shoe or zipping a coat), care of the environment (tasks that support the general well-being of the classroom environment such as washing a table or watering a plant), social grace and courtesies (rituals that engage with the children on social etiquette such as how to interrupt, how to tuck in your chair, and ways of showing consideration and respect as a member of the community), and lastly, control of movement (activities that practice gross motor movement such as walking on a line as a group from heel to toe and carrying trays containing a variety of objects). Each exercise is designed to incorporate the development of movement, order, and brings about the building of concentration and the ability to follow a sequence, laying the foundation for all other areas of the Primary curriculum.
Sensorial
Many of the sensorial materials were designed by Maria Montessori with the purpose of providing children with the keys to the world through their senses. Each material is isolated with the specific purpose of developing clear impressions and refining observations of similarities and differences using the five senses of sight, touch, hearing, smell, and taste. The children will explore a myriad of impressions that engage the children to explore logic, sequence, and sets, and will foster the children’s sensitive period for sensorial learning. Additionally, this work will further support indirect preparation for mathematics and language.
Mathematics
The children build from the sensorial area many concepts such as length, pattern, and volume, which they can use as points of reference to further their work in the math area. The children begin with the premise of experiencing a concrete impression, then once the impression is solidified, abstracting it to a mathematical concept. For example, the children begin with many hands-on materials that allow for one to one correspondence with numbers zero to ten. Once the children can identify sets, one to one correspondence, and clearly distinguish the concept of odd and even numbers from zero to ten, then they may move on to explore teen numbers. The children will have many opportunities for a rich exploration of mathematics. Whether it be linear counting and skip counting to 1000 or gaining impressions of the operations of addition, subtraction, multiplication, and division, all children will be exposed to a wide variety of concrete material that will support the process of abstraction and fulfill the older child’s desire for self-perfection and precision.
Language
In every area of the classroom language is interwoven and strongly emphasized. From the moment the child begins his/her experience in the classroom the child receives an extensive oral language component. Children are given precise language in every lesson received. Additionally, they are exposed to a variety of enrichment of vocabulary, poetry, historical presentations and are read quality literature daily. Additionally, children build their reference to phonemes of words with the sound game with the purpose of making connections to the relationship to each sound within a word. Subsequently, the children then use their reference to sounds with the sand paper letters creating an association to the trace and sound of each letter, in turn, creating a foundation for reading and writing.
The children then go on to compose words with the movable alphabet, and from there often begin phonetic reading activities. Next, the children are given a variety of practice reading much of the vocabulary given previously through spoken language. The children are also launched into exercises that engage them in the syntax and grammar of words through movement and visual components. Additionally, much preparation of handwriting takes place with many exercises experienced in the practical life and sensorial area. The children develop a “pincer grip”, precise movement and awareness of form. Because of this integration it prepares each child to launch into a dynamic discovery of reading and writing.
Art and Music
The children are given many opportunities to express themselves through a variety of mediums. Everyday the children have access to art and music. Whether it be painting, cutting, use of crayons, colored pencils and singing songs. The children are free to build upon their experience of discovery and creativity as it fulfills their inner need for self-expression. Additionally, the children are exposed to many different works of art and told true stories of famous artists.
Primary Environment
The Primary classroom is a nurturing learning environment designed to respond to the most universal, natural drives and tendencies of three- to six-year-old children, including their:
Individualized Learning
Most parents are surprised by the depth and breadth of learning that occurs in our Primary classroom. In this rich setting, Primary students explore and master the classroom’s many materials and subject areas with active, caring, individualized guidance from their Association Montessori Internationale (AMI)-trained Guide. Learning in a Montessori classroom is at once self-directed and carefully supported. The Guide presents each child with material and activities that directly appeal and respond to his or her level of development and interests; the child, in turn, freely chooses his or her work each day, selecting from the array of engaging materials previously presented by the Guide. The Guide carefully observes and records the child’s progress, presenting new material as soon as the child is ready. Children typically spend three or four years in our Primary environment.
Many Ways to Learn
Learning occurs in multiple ways and on multiple levels in the Montessori classroom. For example:
The experiences of learning in the Primary Curriculum are categorized into four areas:
- Practical Life
- Sensorial
- Mathematics
- Language
Practical Life
Throughout the children’s time in the Primary classroom the children’s activity encompasses a variety of work that relates to tasks that reflect the daily life of each child. The exercises in Practical Life consist of care of the self (tasks that incorporate practice of functional independence such as tying a shoe or zipping a coat), care of the environment (tasks that support the general well-being of the classroom environment such as washing a table or watering a plant), social grace and courtesies (rituals that engage with the children on social etiquette such as how to interrupt, how to tuck in your chair, and ways of showing consideration and respect as a member of the community), and lastly, control of movement (activities that practice gross motor movement such as walking on a line as a group from heel to toe and carrying trays containing a variety of objects). Each exercise is designed to incorporate the development of movement, order, and brings about the building of concentration and the ability to follow a sequence, laying the foundation for all other areas of the Primary curriculum.
Sensorial
Many of the sensorial materials were designed by Maria Montessori with the purpose of providing children with the keys to the world through their senses. Each material is isolated with the specific purpose of developing clear impressions and refining observations of similarities and differences using the five senses of sight, touch, hearing, smell, and taste. The children will explore a myriad of impressions that engage the children to explore logic, sequence, and sets, and will foster the children’s sensitive period for sensorial learning. Additionally, this work will further support indirect preparation for mathematics and language.
Mathematics
The children build from the sensorial area many concepts such as length, pattern, and volume, which they can use as points of reference to further their work in the math area. The children begin with the premise of experiencing a concrete impression, then once the impression is solidified, abstracting it to a mathematical concept. For example, the children begin with many hands-on materials that allow for one to one correspondence with numbers zero to ten. Once the children can identify sets, one to one correspondence, and clearly distinguish the concept of odd and even numbers from zero to ten, then they may move on to explore teen numbers. The children will have many opportunities for a rich exploration of mathematics. Whether it be linear counting and skip counting to 1000 or gaining impressions of the operations of addition, subtraction, multiplication, and division, all children will be exposed to a wide variety of concrete material that will support the process of abstraction and fulfill the older child’s desire for self-perfection and precision.
Language
In every area of the classroom language is interwoven and strongly emphasized. From the moment the child begins his/her experience in the classroom the child receives an extensive oral language component. Children are given precise language in every lesson received. Additionally, they are exposed to a variety of enrichment of vocabulary, poetry, historical presentations and are read quality literature daily. Additionally, children build their reference to phonemes of words with the sound game with the purpose of making connections to the relationship to each sound within a word. Subsequently, the children then use their reference to sounds with the sand paper letters creating an association to the trace and sound of each letter, in turn, creating a foundation for reading and writing.
The children then go on to compose words with the movable alphabet, and from there often begin phonetic reading activities. Next, the children are given a variety of practice reading much of the vocabulary given previously through spoken language. The children are also launched into exercises that engage them in the syntax and grammar of words through movement and visual components. Additionally, much preparation of handwriting takes place with many exercises experienced in the practical life and sensorial area. The children develop a “pincer grip”, precise movement and awareness of form. Because of this integration it prepares each child to launch into a dynamic discovery of reading and writing.
Art and Music
The children are given many opportunities to express themselves through a variety of mediums. Everyday the children have access to art and music. Whether it be painting, cutting, use of crayons, colored pencils and singing songs. The children are free to build upon their experience of discovery and creativity as it fulfills their inner need for self-expression. Additionally, the children are exposed to many different works of art and told true stories of famous artists.
Primary Environment
The Primary classroom is a nurturing learning environment designed to respond to the most universal, natural drives and tendencies of three- to six-year-old children, including their:
- ability to absorb customs, language and knowledge directly from their environment
- desire to learn by doing, moving, touching, manipulating and exploring
- need for order and routine
- drive to master and perfect the movements of their bodies
- quest for independence
- fascination with the customs of their culture
- need to learn from concrete experience first before learning in the abstract
Individualized Learning
Most parents are surprised by the depth and breadth of learning that occurs in our Primary classroom. In this rich setting, Primary students explore and master the classroom’s many materials and subject areas with active, caring, individualized guidance from their Association Montessori Internationale (AMI)-trained Guide. Learning in a Montessori classroom is at once self-directed and carefully supported. The Guide presents each child with material and activities that directly appeal and respond to his or her level of development and interests; the child, in turn, freely chooses his or her work each day, selecting from the array of engaging materials previously presented by the Guide. The Guide carefully observes and records the child’s progress, presenting new material as soon as the child is ready. Children typically spend three or four years in our Primary environment.
Many Ways to Learn
Learning occurs in multiple ways and on multiple levels in the Montessori classroom. For example:
- teachers guide children toward mastery in the subject areas by presenting them with increasingly challenging and complex materials that are carefully calibrated to each child’s level of readiness and interest
- children deepen their understanding of concepts and hone their skills by working independently with the materials
- children inspire and teach themselves by observing older, more skilled children
- older children consolidate their knowledge by mentoring and teaching younger children
- essential life skills are developed as each step toward mastery requires deeper powers of concentration, more precise control of movement, greater self-discipline, and increasing independence
- social skills are developed as the teacher carefully models appropriate behavior and matches each child’s increasing independence with corresponding increasing levels of responsibility for taking care of him or herself, for helping others, and for taking care of the classroom environment
- small victories are celebrated - “I did it all by myself!” - planting the seeds for a lifelong love of learning
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Montessori Seeds of Education, Inc. does not discriminate on the basis of race, ethnicity, color, religion, creed, sex, age, national origin, physical or mental disability, marital status, changes in marital status, pregnancy, parenthood, sexual orientation, gender identity or veteran status. Montessori Seeds of Education, Inc. does not discriminate on the basis of sex in violation of Title IX of the Education Amendments of 1972 in the educational programs or activities, which it operates. Montessori Seeds of Education, Inc. does not discriminate on the basis of disability in violation of Section 504 of the Rehabilitation Act of 1973. This includes admission or access to, or treatment or employment in its programs, services, and activities.
© Montessori Seeds of Education. All rights reserved.
Montessori Seeds of Education, Inc. does not discriminate on the basis of race, ethnicity, color, religion, creed, sex, age, national origin, physical or mental disability, marital status, changes in marital status, pregnancy, parenthood, sexual orientation, gender identity or veteran status. Montessori Seeds of Education, Inc. does not discriminate on the basis of sex in violation of Title IX of the Education Amendments of 1972 in the educational programs or activities, which it operates. Montessori Seeds of Education, Inc. does not discriminate on the basis of disability in violation of Section 504 of the Rehabilitation Act of 1973. This includes admission or access to, or treatment or employment in its programs, services, and activities.
© Montessori Seeds of Education. All rights reserved.