Daily programme
Allum Street (2-6 Year Olds)
| Programme | Activity |
|---|---|
| 8.45 – 9.00 | Arrival and Welcome |
| 8.45 – 9.50 | Indoor and outdoor free flow activities |
| 9.50 – 10.00 | Transition – Prepare for morning tea (Washing hands, getting seated and Karakia) |
| 10.00 – 10.20 | Morning tea |
| 10.20 – 10.40 | Group time: ∙National Anthem (Mondays), ∙Morning greeting, ∙Announcements and news for the day, ∙Show and Tell |
| 10.40 – 11.20 | Topic Time – Topic based small Group activities |
| 11:20 – 11:50 | Music and Movement |
| 11:50 – 12:00 | Transition – Prepare for lunch |
| 12:00 – 12:20 | Lunch |
| 12:20 – 12:50 | Free Play /Story time |
| 12:50 – 2:40 | Choosing time (individual activity, one on one or small group teaching) |
| 2:40 – 3.00 | Afternoon Tea |
| 3:00 – 3:30 | Outdoor Free Play |
Montessori philosophy
At Kohimarama Montessori Preschool in Auckland, the pioneering principles that directed Dr. Montessori more than a century ago now give our 2–6 year old students an environment in which they can explore and thrive, rewarded by their own discoveries.
Through the gentle and respectful guidance of teachers, parents and peers, children learn independently through hands-on materials that encourage the use of all their senses.
From traditional subjects such as art, maths, language, music and drama through to pragmatic activities including gardening, cleaning and care for self and food preparation, the students at Kohimarama Montessori Preschool cultivate their concentration, self-disciple and motivation through the activities that most hold their interest during their current developmental stage.
“The role of education is to interest the child profoundly in an external activity to which he will give all his potential.”
-Montessori
The origin of Montessori
Maria Tecla Artemisia Montessori (1870-1952) was an Italian physician and educator, and one of the first women to attend medical school in Italy. Her work after graduating included visiting and observing children in asylums around Rome. When she came upon the works of 19th-Century physicians and educators Jean Marc Gaspard Itard and Édouard Séguin, they greatly inspired her own observations on educating children with disabilities and laid the groundwork for her own method.
Over the following years, Dr. Montessori ‘s teaching, research and observations came to inform her own principles of education, and when her teaching style resulted in children deemed ‘uneducable’ passing national examinations, her success caught the attention of government officials and educational experts from the University of Rome.
She was invited to take charge of the education and wellbeing of young children from low-income families in the San Lorenzo district in Rome, and this became the first Casa dei Bambini, where her techniques would be refined and further improved in the following decades into what we know as the ‘Montessori Method’ today.
The enduring success of the Montessori Method
Since its inception over a century ago, the Montessori Method has been embraced around the world in both public and private schools. One of its strengths is to not focus on education alone, but to nurture a well-rounded person ready to tackle everyday challenges and social situations with confidence.
Children are intrinsically motivated to become independent beings, so external rewards including recognition or praise are unnecessary. At worst, a child might become dependent on the opinion of others to define themselves (such as we see today with social media) or wait for a solution from an ‘authority figure’ instead of taking action on issues it’s perfectly within their ability to solve themselves.
As the times change and state educational institutes increasingly consider the benefits of using carrots over sticks, ever more of Dr. Montessori’s educational methods enter the standard classroom. The greatest benefit, however, is seen when the whole method is fully embraced. This is particularly true when it comes to class size, teacher-to-student ratio and personal accountability. This last personal trait is essential for acquiring knowledge and skills throughout a lifetime and for personal success – not just passing the next test.
Teachers and parents are there to be guides and it is ultimately up to the child which path he or she chooses. Each student is an individual that progresses optimally when they are allowed to utilise preferred learning style at their own pace. When teachers and parents help students to discover their own unique talents and passions through decision-making, the child is set up for success.
The seven principles of the Montessori Method
There are seven principles behind the Montessori Method that allow parents to continue to support and nurture their child’s education at home:
Play is work – At the heart of the Montessori Method is the principle that children learn by experiencing the world around them through play, and that they have a natural desire to acquire knowledge. Play should therefore never be dismissed as time wasting but used as a way to hone skills and knowledge.
Prepared environment – The Montessori preschool environment is designed for young learners by offering a beautiful, well-laid out environment to stimulate their desire to learn through exploration.
Observation – Children may become focussed on acquiring a specific skill during their development, e.g. climbing, carrying items or counting. It is the job of the teacher and parent to provide activities to hone these skills in a safe and appropriate environment.
Freedom within limits – Children are allowed to choose from a range of pre-approved options (i.e. activities within the Montessori classroom).
Respect – Mutual respect between the child and the parent or teacher means acknowledging the individual and that their strengths and challenges require a bespoke learning approach.
Hands-on learning – Children learn through doing, and hands-on learning creates sensory feedback that enforces the educational experience while creating satisfaction.
Independence – Exploration is encouraged, as is taking responsibility for themselves, their belongings, and the environment: If the child is capable of doing a task by themselves, adults should not interfere.