School Environment
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Continuity |
The AMI Montessori program at the Montessori School of Calgary (MSofC) begins when a child is three years old (Casa Primary) and continues when the child is six (Elementary) until they are 12 years old. Continuity in lessons, approach and environment enables each child to deepen their interests and excitement for learning. An example of continuity at the MSofC took place recently when one of the Primary teachers broke her wrist. Many of the children asked questions and as a result, the teacher brought books into the classroom that allowed the children to continue with their interest in bones and the human body. The children ended up drawing life-size skeletons of each other.
In the following year, this same group of children started with a new Montessori teacher in the Elementary program. She invited the children to look through the Visual Picture Dictionary and one child, who had worked on the human skeleton in the Primary class the year before, chose a cross-section of the eye to draw. This is an example of continuity that is inherent throughout a child’s Montessori Education. A large part of the child’s curriculum comes from their own interests, lying just beneath, unbeknowst to even themselves. However, Dr. Montessori’s famous quote and tenet, “Follow the Child” is a pivotal clue for nurturing these secret interests of the child. Stemming from various lessons from the teachers, in conjunction with trust in the child’s interests, a natural progression and building on previous work emerges, which keeps the excitement for learning going and ultimately increases the confidence of the child. |
Prepared Environments |
The environment in our Montessori classrooms, considers the specific characteristics of the children who spend their day in it. Each item is chosen, from the size of the cloths to the colour of the blocks which entices the children to work.
However, an equally important variable of the prepared environments are the Montessori trained teachers. These teachers know what and why a child is engaged and how to facilitate that engagement. Through observation, the teacher is conscious of which lessons are necessary as well as offering space and time for the child to choose and practice in their own work. |
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