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Knobbed Cylinders 0

PRODUCT DESCRIPTION

Four wooden blocks. Each block contains ten cylinders with a knob on the top. The cylinders all vary in size by half a centimetre in each dimension. 

Block 1: ten cylinders varying in height and diameter from tall and wide to short and narrow.

Block 2: ten cylinders varying in height and diameter from shot and wide to tall and narrow.

Block 3: ten cylinders varying in diameter only.

Block 4: ten cylinders varying in height only. 

Objectives:

  • To develop the child's visual perception of dimension.
  • To develop the child's visual discrimination.
  • To develop the child's co-ordination of movements.
  • To provide controlled experiences of serration.
  • To introduce basic language - important for alter mathematics.
  • To prepare the child for reading and writing - using the pincer grip to hold the cylinders and always working from left to right. 

Age: From 2 Years onwards

 

If you would like to see a demonstration of this activity, please see the link below:

https://www.youtube.com/watch?v=zZBgnTX0q5k

  • Rebecca Grugan

Where can you study Montessori? 0

Where can you study Montessori?

Quality Montessori information is available through recognised training programs offering certificates and workshops to further your knowledge!

I AM Montessori and Montessori Training Australia have been committed to providing quality training and education to those who are in the sector, or curious to learn about the Montessori philosophy.

Montessori Training Australia, and I AM Montessori offer the Montessori Basics workshop, and the Certificate in Modern Montessori. These courses offer both theory and practical experience. They provide online lectures and support materials to assist you through your studies and offer four days of practical application and face to face engagement to practice presenting the materials yourself!

 If you would like more information or you are interested in enrolling for March 2018 please see our website here!

  • Rebecca Grugan

Geometric Solids 0

PRODUCT DESCRIPTION

A large wooden box containing ten 3D shapes. The shapes are all blue in colour.

Curved Regular Solids: 

  • Sphere - ball shaped
  • Ovoid - egg shaped
  • Ellipsoid - similar to the ovoid but both ends are the same shape

Semi-Regular Solids with curved and straight edges:

  • Cylinder
  • Cone

Semi-Regular Solids with straight lines:

  • Square Base Pyramid
  • Triangular Base Pyramid
  • Rectangular Prism/Cuboid
  • Triangular Prism
  • Cube

Prisms: have regular shaped bases and each side is a rectangle. 

Pyramids: have regular shaped bases and sides, which are isosceles triangles.

Objectives: 

  • To provide experience of solid shapes in the environment.
  • To develop an understanding of the relationship between shapes.
  • To develop the child's language and vocabulary.
  • To develop the child's muscular and tactile sense (stereognostic sense).

Age: From 4 Years onwards

This is in the 3-6 sensorial programme.

If you would like to see this item presented, please click the link below

https://www.youtube.com/watch?v=J-B8FZfPr1o&t=105s

  • Rebecca Grugan

Myths about Montessori 0

 

 Myths in Montessori

Montessori has no structure/ too much structure

Montessori provides freedom of choice within a structured environment. Materials are presented, and structure is based on the child’s own interests and how long they require to complete an activity.

There is no discipline in Montessori

Teachers are the guides in Montessori education. Children have freedom within limits. There are three main rules in a Montessori environment

1.      You cannot harm yourself

2.     You cannot harm others

3.     You cannot harm the environment

 

Montessori children don’t play

It’s true that Maria Montessori believed that play is the work of the child. Montessori created activities and materials that children could engage with to further their development. Children weren’t given tokenistic and plastic tea sets, children made tea with real ceramic tea pot, mugs and tea leaves.

 

Montessori is just for the gifted children/children with Disabilities

 

Maria Montessori first started teaching children with learning difficulties and branched out to cater for all children, regardless of ability.

 

 

Montessori children won’t do well in mainstream schools

 

Children in a Montessori environment are taught independence and social skills which makes it easier to adapt to new environments and build relationships with peers. Children are exposed to life long and life wide learning allowing them to have a positive correlation between school and learning experiences.

  • Rebecca Grugan

Moveable Alphabet 0

Product Description:

The moveable alphabet is a large box that has 26 compartments, one for each letter, the vowels are blue and the consonants are red. The activity that the children do with the moveable alphabet prepares them for reading, writing and spelling.  

Presentation:

The lessons can be done with 1 to 4 children who are all at the same stage of understanding letters. 

Firstly place the box on a mat, you open the lid of the box of letters and place the lid under the box and let your child or children look at all the letters for a moment. You can then start to ask them to find certain letters by asking them to find “a” (phonetic sound), and ask them to place it on the mat. Ask them to find “c” (phonetic sound) and place it on the mat. When the children or child have finished finding letters, they place them back into their proper compartment. This is helping them to see were the letters are and reinforcing the sound of the letters and what the look like.

The next step that they are going to do is forming or making words. The materials are set out as before. First we start with words that have three phonetic letters. You can say to your child for example, “ Lets, make the word “cat.”  “What sounds can you hear when I say, “cat”.  The children or child will say a sound they hear but maybe not in the correct order, it maybe “t” You place them in the correct order as they say them. You then say, “what else can you hear,” they will then say another sound they can hear until they have spelt out the whole word. You then read the word back saying each letter phonetically,   then saying the whole word.  You can then go onto making some more three letter phonetic words.

If  you would like to see a presentation of this resource, please click link below

https://www.youtube.com/watch?v=XW1tNaXIISM

 

  • Rebecca Grugan

How does the Work Cycle work? 0

How does the work cycle work?

The work cycle in the Montessori philosophy centres around the premise that children work best when there are minimal distractions to their learning and that the environment is set up correctly to enable students to engage in their learning.

Children choose activities and engage with lessons for a period of three hours, in that time, Maria Montessori observed that children followed a pattern of behaviour.

At 9:00am, children entered the classroom and repeated known work, this means that children engaged with already mastered activities.

At 10:00am the children entered the “false fatigue” phase of the cycle, which was the most disruptive to their learning. Similar to adults, children became easily distracted and unproductive in their work... but then Maria Montessori, something amazing happens.

At 10:00-10:30, children became the most engaged, attentive, present, and the most interested in their learning. Maria noted that this was the time that the most important in the child’s day. After this time, the activities quietened down, the children settled into a “calm serenity” and finally ceased work.

  • Rebecca Grugan

Red Rods 0

PRODUCT DESCRIPTION

Ten wooden rods of the same square cross-section varying in length from one decimetre to one metre. Each rod increases in length by one decimetre or by the smallest rod's length. 

Objectives:

  • To develop the child's visual and muscular perception of length.
  • To develop the child's co-ordination of movement and fine motor control.
  • To give the child experience in grading, comparison with different lengths. 

Age: From 2 Years onwards.

This is part of the sensorial Montessori curriculum. 

If you would like to see a demonsatration of this activity, please click on the link below

https://www.youtube.com/watch?v=RR1vKiLF6JM&t=18s

  • Rebecca Grugan

What is Sensorial? 0

What is Sensorial?

Sensorial is one of the five curriculum areas in a Montessori classroom. In progression it is introduced after practical life. Sensorial comprises of activities and resource materials that are designed to focus on particular senses.

Visual: Most of the activities on the sensorial shelves will have an element of visual discrimination to allow the child to classify by size, colour, shape, depth,  etc. Examples of these are the Pink tower, the brown stairs, the knobless cylinders, the red rods, colour tablets and the geometric cabinet.

Olfactory: Activities that activate the smelling senses such as the smelling jars enables students to identify and match smells to their source.

Thermic : Thermic activities such as the thermic tablets teach the student about temperature and the impact different stimuli (sun, fridge) have on the temperature of different materials.

Baric: Baric tablets are small rectangular tablets made from wood that teach the student’s about weight. There are three types of wood used in this activity all three at progressive weights.

Tactile: In the tactile area, a student will find sandpaper tablets. These tablets have varying sandpaper grit so that students can classify and order the progression from smoothest to roughest.

Auditory: Auditory activities focus on listening skills. The sound boxes are two boxes (one red and one blue) with colour coded cylinders inside. When these cylinders are shaken they make different sounds. The child collects the matching sound pair (one red and one blue) to complete the activity.

Gustatory: Tasting bottles are an activity that allows the child to classify different tastes (bitter, sour, sweet, salty).

Stereognostic: Is the ability to recognise an object without visual or auditory assistance. The mystery bag is an activity that allows the student to practice this. The student will reach into the bag and identify the object before they take it from the bag to visually confirm.

All of these materials provide the children with the opportunity to engage with wholistic sensory learning experiences.

  • Rebecca Grugan

The Pink Tower 0

PRODUCT DESCRIPTION:

Ten wooden pink cubes varying in size from one cubic centimetre to one cubic decimetre.

Objectives:

To develop the child's visual and muscular perception of dimension. To develop the child's visual discrimination. To develop the child's co-ordination of movements and fine motor control. To prepare the child for mathematics by giving them experiences in comparison, grading and serration with the cubes. To subconsciously absorb the base ten system.

Age:

From 2-3 Years

This material is part of the sensorial curriculum from Montessori.

For a full demonstration click on the link https://www.youtube.com/watch?v=1IW98AX2WPo&t=10s

  • Rebecca Grugan

Who is Maria Montessori? 0

Maria Montessori was born in 1880 to her father Alessandro, who was an accountant, and her mother Renilde- an educated and well read woman. During Maria’s formative education she pushed the boundaries of gender expectations and had aspirations to become an engineer. When Maria entered college however, she enrolled into medical school. Her rejected applications only drove her more, and in 1890, was finally accepted in medicine.

Maria faced trails during her studies, being the minority among a male dominated profession, Maria was shunned and rejected by her male peers. Regardless, Maria graduated in 1896 as a doctor.

Whilst working at the orthophrenic school, Maria focused on children with developmental or learning disabilities and studied their behaviour. She found that unstructured and unsupported environments led to the child being unstimulated and disengaged from their learning. Doing something about this, Maria created materials and resources to engage the children in their learning. Maria then recognised a gap in the availability in care for neuro-typical children  and opened the Casa De Bambini in 1907. She realised that children, when provided materials to support their own inquiry, can learn from the material and themselves. Her focus was the development of a child physically, mentally and emotionally and her goal was to educate with an understanding and a respect to the individual’s needs and interests (Gutek, G. 2001. p181).

She envisioned that for optimum learning, students should have structure and routine, this would build independence. “The Montessori school was designed to cultivate children’s sensory skills and manual dexterity, to allow them a degree of choice within a structured environment, and to cultivate independence and self-assurance in performing skills” (Gutek, G. 2001. p 183).

The Montessori Method therefore is a child-centred approach, that allows a child to explore and interact with their environment naturally, with the teacher as a guide and facilitator to that learning. Teaching episodes model the correct way to use a learning tool, such as the “spindle box” and then let the student explore that learning episode.

Her philosophy, her pedagogy, and her determination to foster independent learning is practiced worldwide.

  • Rebecca Grugan