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The Montessori Approach

THE “WHOLE CHILD” APPROACH
The primary goal of a Montessori program is to help each child reach full potential in all areas of life. Activities promote the development of social skills, emotional growth, and physical coordination as well as cognitive preparation. The holistic curriculum, under the direction of a specially prepared teacher, allows the child to experience the joy of learning. Time to enjoy the process and ensure the development of self-esteem, Montessori provides the experiences from which children create their knowledge.

THE “PREPARED ENVIRONMENT”
In order for self-directed learning to take place, the entire learning environment – room, materials, and social climate – must be supportive of the child. The teacher provides necessary resources which ensure that all children function in a safe and positive climate. The teacher earns the children’s trust, which enables the children the confidence to try new things and build self-esteem.

THE MONTESSORI MATERIALS
Dr. Montessori’s observations of children led her to design a number of multi-sensory, sequential, and self-correcting materials. These materials facilitate learning skills and lead toward more abstract ideas.

THE TEACHER
Originally called a “Directress”, the Montessori teacher functions as designer of the environment, resource person, role model, demonstrator, record keeper, and meticulous observer of each child’s behaviour and growth. The teacher acts as a facilitator of learning.


Why Montessori

Island Montessori Academy is proud that our three Island campuses are modelled under authentic Montessori school characteristics.
  • We offer a child-centered, responsive and prepared environment - our environments are designed to meet the needs, interests, abilities and development of the children in the class
  • We focus on individual progress and development focused on learning activities/hands-on learning.
  • We encourage both spontaneous and self-directed activities; we encourage children to move about freely, within reasonable limits of appropriate behaviour.
  • We are mindful of providing family setting; as children grow older and more capable, they assume a great role in helping to care for the environment and meeting the needs of younger children in the class.
  • We structure all our programs and activities around cooperation and collaboration, rather than competition.
  • Our Montessori teachers are authoritative, observers, educational resources and role models; they understand that they must “follow the child,” adjusting their strategies and timetable to fit the development of each of their pupils.

FREQUENTLY ASKED QUESTIONS