PRESCHOOL AND DAYCARE IN ELECTRONIC CITY-MANAV MONTESSORI - Bangalore

WHAT’S SO SPECIAL ABOUT MANAV MONTESSORI SCHOOL AND DAYCARE ?

1. Located in the heart of Electronic city phase one next to Wipro gate 1, 2 and 3.
2. Purpose built infrastructure in ½ Acre.
3. Trained & experienced teachers.
4. International standards of hygiene and safety.
5. Teacher student ratio 1 : 15
6. Caretaker to child ratio 1 : 10
7. Caring and loving environment.
8. Airy and spacious indoors (3500 sq ft) with ample ambient light.
9. 18000 sq ft lawn for the play area.
10. Montessori educational toys.
11. Fully equipped kitchen with fridge, microwave and water purification system.
12. Transport available.
13. Workshops for parents.
14. Holiday camps.
15. Medical care.

16. daycare facility ( 5months to 9 years )

17. in house kitchen

18. internet cameras

19 tie up with treamis world school for grade 1 admissions .

20 . trained nurses for infants

21. kitchen /cooking area is outside the daycare premises to avoid smoke and suffocating atmosphere .

Montessori philosophy focuses on the social, moral, cognitive and emotional dimensions of the individual. Thus, the child that is educated in a Montessori environment has the opportunity for optimal development in all dimensions.

THE CURRICULUM

The holistic curriculum, under the direction of a specially trained teacher, allows the child to experience the joy of learning, the opportunity to enjoy the process and ensure development of confidence, self –esteem and provides the experiences from which children create their knowledge.

The curriculum is divided into the Montessori areas of learning:

• Practical life
• Sensorial
• Mathematics
• Language and Literacy
• Cultural subjects (which include Geography, History, Natural Sciences, Experimental Sciences.
• Creative subjects( Art and craft, Music and Movement, Drama)

PRACTICAL LIFE CURRICULUM

THE PURPOSE OF PRACTICAL LIFE ACTIVITIES

 To help the child become independent.
 To enable him to co-relate his own physical, psychic and moral desires.
- Physical desire to move and exercise growing limbs.
- Psychic desire to perfect movements
- Moral desire to become useful and helpful to the other
 To initiate respect and love for any work in the child.
 To help the child perform the activities of daily life with joy, skill, and grace through which he is attaining perfection.

The Montessori environment promotes four development aims known as
“CCOI”. To achieve these goals the child must be free to pursue perfection
of a task through repetition. These aims are universal to all the exercise in the classroom.
Concentration:
Human beings are born with the potential to concentrate but the ability is developed through repeated experience and practice. Young children benefit from activities that develop their ability to concentrate, an initial requirement in order to learn. The child develops the ability to concentrate while working with the Practical Life materials. The child who laboriously scrubs a table and attends to the details of their work is laying the foundation for calm, effortless, concentration levels and creative thought patterns.

Coordination:
As children perform tasks through their own voluntary movements, their both large and small muscle development is assisted through the precise presentation of movement. Attention to movement is not instinctive but planned voluntary actions. Repetition provides the child with opportunities for perfecting these movements.

Independence:
Children learn to take care of himself and his environment.
Order:
Dr. Montessori observed that children need order at a specific sensitive period in their development. If not provided during the specific period the opportunity is foregone. The child is systematically categorizing their world. Thus a routine is very important as well as a place for everything and everything in its place. This gives the child a sense of calm and an opportunity for orderly self-construction

Exercises of practical life are in abundance. They include rolling and unrolling activities, carrying activities, handling materials, folding and unfolding activities, taking care of an environment, pouring activities, button frames, social behavioral activities, and line and silence activities.

SENSORIAL ACTIVITIES:

An array of activities to assist the child in understanding the information he/she receives from the environment. Sensorial impressions are infinite. These activities help the child discriminate, appreciate and understand the world around. From an early age children are developing a sense of order and they actively seek to sort, arrange and classify their many experiences. Each piece of equipment is generally a set of objects which isolate a fundamental quality perceived through the senses such as colour, 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.

The area of sensorial is activities that have to do with a person’s five senses. It would allow the child to question if something is long or short, thick or thin, rough or smooth, loud or soft, heavy or light in weight, dark or light in colour, hot or cold to touch, sweet, sour, salty or bitter in taste.

MATH CURRICULUM

A young girl’s small hands…..grasping beautiful objects…..sensing the world around her. Shapes….dimensions…..relationships…….amounts……all represented by concrete objects that prepare the mind for a deep understanding of all the principles of mathematics. In small sequential steps, each learner develops a mathematical mind at his or her own pace. A child is led to abstract ideas and relationships by dealing with the concrete. 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.

LANGUAGE CURRICULUM

Dr. Maria Montessori did not believe that reading, writing, spelling and language should be taught as separate entities. Pre-primary children are immersed in the dynamics of their own language development and the Montessori approach provides a carefully thought out program to facilitate this process.
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 .With this spoken language background the directress begins to present the alphabet symbols to the child. Not only can children hear and see sounds but they can feel them by tracing the sandpaper letters. When a number of letters have been learned the movable alphabet is introduced. These cardboard or wooden letters enable the child to reproduce his/her own words, then phrases, sentences and finally stories.
Creativity is encouraged and the child grows in appreciation of the mystery and power of language Other materials follow which present the intricacies of non-phonic spellings and grammar. 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.
Our language program begins with enrichment of vocabulary. For example, it is not unusual for a child attending our school to understand such words as continent, oxygen, Asia Island etc. Children love beautiful language, and we give them exact terms like these to name their environment and convey their thoughts.

Natural learning with language materials

Reading and writing come naturally to the children after they have worked for some time with two special materials:

• Sandpaper letters ( which the children trace and sound phonetically)
• The movable alphabet ( the formation of words by combining phonetic sounds)

Further, the children work with materials to concretely learn the function of words. Finally, Montessori students experiment with reading analysis.

It is the duty of all teachers to wait for this BOOM and recognize when the child enters the phase of “explosion into writing” and “explosion into reading”

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