{"id":57,"date":"2016-04-25T17:51:02","date_gmt":"2016-04-25T17:51:02","guid":{"rendered":"http:\/\/themontessorichildrensacademy.com\/blog\/?p=57"},"modified":"2016-04-25T17:51:02","modified_gmt":"2016-04-25T17:51:02","slug":"more-than-blocks","status":"publish","type":"post","link":"https:\/\/themontessorichildrensacademy.com\/blog\/2016\/04\/25\/more-than-blocks\/","title":{"rendered":"More Than Blocks"},"content":{"rendered":"

By: Alex Chiu and Hannah Ferris<\/strong><\/p>\n

There is no question that Montessori materials are beautiful and intriguing.\u00a0 However, there are often many<\/em> questions asked about how these materials help children learn. Today, we’d like to give you a peek inside one of our Montessori classrooms with a close-up view of some of the most notable Montessori materials.<\/p>\n

Maria\u00a0Montessori, as a medical doctor, applied her knowledge of the developmental stages of the child to her educational method.\u00a0 She understood above all that children learn by doing.\u00a0 The materials that are used by our students today are specially designed to allow children to learn a lesson by engaging with them.\u00a0 In fact, many of these materials are designed according to specifications left behind by Dr. Montessori.<\/p>\n

In our mixed-age (3-6 years) classrooms, the materials first are presented by the teacher and then utilized by the students at different levels of difficulty according what is appropriate for each child.\u00a0 The teacher introduces materials in a formal lesson where the teacher demonstrates how the materials are meant to be used.\u00a0 The child will then conduct the lesson independently according to teacher\u2019s (usually non-verbal) demonstration..\u00a0 Materials are controlled for error and the use of physical objects allows abstract, complicated ideas to become accessible to young children.\u00a0 As children become ready to learn more complex concepts, the same materials \u2018grow\u2019 with the children, offering new information to add to their understanding, moving from very concrete to more abstract learning.<\/p>\n

This post will highlight one material from each of the five main areas of the prepared learning environment that MCA provides in its 3-6 classrooms.\u00a0 It will serve as an introductory guide to the Montessori curriculum and to the science behind the materials that your children encounter daily.<\/p>\n

Practical Life<\/strong><\/h3>\n

The Practical Life area of the classroom contains activities that are designed to improve fine motor skills through daily functions like spooning, pouring, and hand washing.\u00a0 Dr. Montessori believed that learning how to carry out daily functions fostered independence, coordination, concentration, and confidence even among her youngest students.\u00a0 At MCA, the youngest members of our family begin their Montessori journeys in the Practical Life area.<\/p>\n

Parents and visitors alike are always amazed to see our students engaged in Food Preparation<\/strong>, using real cooking utensils, inviting friends to eat snack with them, and then cleaning up when they are finished.\u00a0 Child-sized tools welcome students to the Practical Life area and provide greater opportunity for success in completing the activities.\u00a0 Parents are delighted when the confidence and skills gained in this area transfers to home life and children participate in cooking, setting the table, and cleaning up with their families.<\/p>\n

\"Preparing<\/a><\/p>\n

Recently, during our Montessori Education Week celebrations, our students demonstrated their Practical Life skills for parents and visitors. \u00a0Using the \u2018flower arranging\u2019 materials, they made lovely decorations with fresh flowers for their classrooms to mark the 109th<\/sup> anniversary of Montessori education.\u00a0 This task required planning, measuring, careful handling of the flowers, and resulted in making our classrooms bright and cheery.\u00a0 It was a popular Practical Life activity!<\/p>\n

Sensorial<\/strong><\/h3>\n

The Sensorial area of the classroom contains materials designed to develop sensory perception.\u00a0 The most basic materials, designed for the youngest students in the classroom, may force the isolation of the senses.\u00a0 For example, Color Tablets<\/strong> focus on the visual sense and Sound Boxes<\/strong> focus on the auditory sense.\u00a0 As students grow and progress in this area, the activities become more complex and begin to prepare children for reading, writing, math, and logical thinking.<\/p>\n

\"Pink<\/a><\/p>\n

The Pink Tower <\/strong>is perhaps the most famous Montessori material.\u00a0 The Pink Tower is more than blocks<\/em>; the ten cubes are classified in size from one centimeter cubed to ten centimeters cubed. \u00a0A child is able to visually and physically differentiate between large and small as he or she carries one cube at a time from the shelf to the workspace to construct the tower.\u00a0 This pattern of movement forces the child to be aware of the surroundings, to control the body, and to concentrate on the task.\u00a0 Over time, understanding of the ten size classifications of the cubes will help prepare the child\u2019s mind for math.<\/p>\n

Language<\/strong><\/h3>\n

Although our classrooms have a specific Language area, language lessons are not restricted to just one part of the classroom. \u00a0Students practice their spoken language and vocabulary skills through conversation with their teachers and classmates, by singing songs, and when engaged in reading or listening to stories at circle times.\u00a0 Like the Sensorial area, the materials in the Language area of the classroom gradually become more advanced, and the children\u2019s language skills progress into independent reading and writing exercises.<\/p>\n

\"Sandpaper<\/a><\/p>\n

Sandpaper Letters<\/strong> help with both verbal and written language skills.\u00a0 Consonants (pink cards) and vowels (blue cards) are introduced to students by their sounds to teach recognition of the letter. \u00a0The focus is on the sound the letter makes rather than the name of the letter. This allows for greater ease and understanding when moving from sound identification to reading words and later, sentences and entire books.\u00a0 After the sound of the letter is presented, students are instructed to trace the letters with their middle and index fingers – the fingers they will later use to hold a pencil. \u00a0Again, as we have seen with so many Montessori materials, this provides the foundation for future skills.\u00a0 Sandpaper Letters may be used in a variety of other activities, like forming patterns and complementing sound games.\u00a0 Students will move on to the Moveable Alphabet<\/strong> to make words and sentences once they have mastered recognition of letter sounds using the Sandpaper Letters.<\/p>\n

Mathematics<\/strong><\/h3>\n

Montessori math allows students to physically hold the materials they are counting.\u00a0 This teaches them to recognize and distinguish between quantities of the numbers 1 through 10 and beyond.\u00a0 Such a hands-on approach makes understanding abstract math concepts easier when the student is ready to forgo materials and do math in his or her head.\u00a0 More complex math lessons for children ages 3-6 years include an introduction to the decimal system with the Golden Bead Material<\/strong> and forming large numbers with Number Cards<\/strong>.\u00a0 Montessori students graduate Kindergarten with a very strong foundation of mathematical ideas.<\/p>\n

\"Counting<\/a><\/p>\n

Number Cards and Counters<\/strong> are used by children who are ready to demonstrate that they recognize the numbers and can relate quantity to numbers.\u00a0 Our students often use seasonally-themed objects to count instead of beads or discs.\u00a0 These Valentine hearts nicely complemented our February holiday celebration, which is part of the fifth and final area of the classroom: Culture.<\/p>\n

Science and Culture<\/strong><\/h3>\n

The area of the classroom dedicated to Science and Cultural studies encompasses many activities, including maps, flags, calendars, and holiday celebrations, as well as the study of plants and animals, changing seasons, simple machines, and how things work.<\/p>\n

Through the study of geography and different cultures, tolerance, grace, and curiosity are fostered and contribute to the Montessori ideal of Peace Education. \u00a0At MCA, we are fortunate to have families and staff from various cultural backgrounds across all three of our campuses.\u00a0 These members of our community truly complement the study of culture when they come into the classrooms and share traditions from their home countries.<\/p>\n

Students use Puzzle Maps<\/strong> to gain understanding of both physical and political geography.\u00a0 This promotes curiosity about different countries and demonstrates to the children that the world is a big place!<\/p>\n

\"Map<\/a><\/p>\n

Science exploration often overlaps cultural studies as students learn about animals and climates in the regions of the world that they are studying.\u00a0 Creating a relationship with nature by observing the changing seasons, collecting natural objects to study closely, and caring for plants and animals in the classroom also shows our students that there are connections to be made across all disciplines and in their lives both inside and outside of school.<\/p>\n

In every 3-6 classroom at The Montessori Children\u2019s Academy, you can distinguish between Practical Life, Sensorial, Math, Language, and Science and Culture areas.\u00a0 When observing our students during a work cycle, you will likely see materials from each area being used diligently and appropriately.\u00a0 Our teachers, who are skilled observers, determine when a child is ready to advance in a particular area to further sharpen his or her skills. \u00a0Such careful observation on the part of our teachers provides great insights into each student\u2019s personality and learning style, and therefore allows MCA\u2019s teachers to give each student individualized lessons that will lead to their success.\u00a0 It is a very special environment indeed! The best way to learn more is to spend time in one of our classrooms.\u00a0 Call us to schedule a visit:<\/p>\n

Morristown<\/strong><\/p>\n

(973) 410-9669<\/p>\n

Chatham<\/strong><\/p>\n

(973) 665-0071<\/p>\n

Short Hills<\/strong><\/p>\n

(973) 258-1400<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

References for this post include:<\/h6>\n
Montessori Matters<\/u><\/em> by Srs. Mary Ellen Carinato, Agnes Julia Cluxton, Anne McCarrick, Mary Motz, and Marguerite O\u2019Connor (1973).<\/h6>\n
The Pink What?<\/u><\/em> by Deede Stephenson.<\/h6>\n","protected":false},"excerpt":{"rendered":"

By: Alex Chiu and Hannah Ferris There is no question that Montessori materials are beautiful and intriguing.\u00a0 However, there are often many questions asked about how these materials help children learn. Today, we’d like to give you a peek inside one of our Montessori classrooms with a close-up view of some of the most notable 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