“The Children’s House”

AGES 3 - 6

In the original Italian, Dr Maria Montessori coined the words casa dei bambini, which translates to Children’s House.

We use the term Children’s House to designate a Montessori preschool because we do not view it as “pre” school. We see it as a very relevant “school” that meets the child’s physical, emotional and intellectual needs between the ages of three and six.

Ages 3 to 6

Montessori encourages children to learn from each other. The early childhood classroom, also known as the Children’s House, is made up of 15-18 children aged three to six. The multi-age environment gives children the opportunity to learn from others. Children are given lessons individually or in small groups and are encouraged to explore materials and activities carefully selected and sequenced to cultivate independence and concentration. The classroom and school communities tend to be rather stable, with just the oldest third moving on to the next level each year. With children growing together over many years, close relationships develop among the children and adults.

The Montessori Guide

The Children’s House is organized, arranged, and managed by trained Montessori Guides. Montessori Guides are highly trained and highly educated in the neuroscience of “how children learn.” Our guides are trained observers, carefully presenting activities to develop language, reading, math, music, art, practical life, and science skills when the child is developmentally ready. 

It may take a moment to spot the teachers within the environment. They will normally be found working with one or two children at a time, advising, presenting a new lesson, or quietly observing the class at work. 

The Prepared Environment

We refer to our Montessori classrooms as a “prepared environment.” This name reflects the care and attention given to creating a learning environment that reinforces the children’s independence, creativity, imagination, and intellectual development. The children tend to become so involved in their work that visitors are immediately struck by the peaceful atmosphere, frequently remarking on how the classrooms feel comfortable, safe, and calm.

Montessori classrooms tend to fascinate children and their families. They are bright, warm, and inviting, filled with plants, animals, art, music, and books. They are equipped with intriguing learning materials, mathematical models, maps, charts, artifacts, scientific materials, a natural science center, music, and art. Food preparation and flower arranging invite collaboration. 

In her book, The Montessori Method, Dr. Montessori describes the transformation that took place during the first few months of school, as the children evolved into a “family.” They prepared and served the daily meals, washed the pots and dishes, helped the younger children bathe and change their clothes, swept, cleaned, and worked in the garden. These very young children developed a sense of maturity and connectedness that helped them realize a much higher level of their potential as human beings. 

The Children’s House

This is the children’s community. They move freely within it, selecting work that captures their interest rather than participating in all-day lessons and projects selected by the teachers. In a genuine sense, even young children are responsible for the care of their own child-sized environments. When they are hungry, they prepare their own snack and drink. They go to the bathroom without assistance. When something spills, they help each other carefully clean things up. 

Since the first Children’s House opened in 1907, parents have been amazed to see small children in Montessori classrooms cut raw fruits and vegetables, sweep and dust, carry pitchers of water, and pour liquids with barely a drop spilled.

The children normally go about their work so calmly and purposely that it is clear to even the casual observer that they are the masters in this environment: a “Children’s House.” It is here, in the Children’s House, that children develop good work habits and a sense of responsibility for their work and the environment. The goal is for children to learn how to take care of themselves, others, and the world around them.

What are the elements of the Montessori approach that create a unique learning environment?

Let us suggest a few…

1. Liberty

2. Activity

3. Responsibility

4. Community

5. Love

LIBERTY

Liberty is essential to learning. Through free choice children express and strengthen their individuality, fostering the development of self confidence and integrity. Freedom of choice reinforces the construction of a healthy and vibrant will as well as independent thinking. Montessori explains, ‘”The child ‘constructs’ his (or her) own will by a process of self education … developing the will by making decisions.”

ACTIVITY

Montessori learning strategies for all developmental stages call for the inclusion of purposeful activity – activity which connects the intellect with real to life experiences. The didactic materials that are found in Montessori environments are tools for reflective action. They are meaningful in that they draw the learner into relationship. They are not ‘tools for teaching’ as much as they are experiences upon which one constructs personalised theory. Knowledge is created through the transformation of experience.

RESPONSIBILITY

The boundary of liberty is the domain of the responsibility. Every child needs opportunities to acquire social, physical and moral responsibility. In the Montessori learning environment responsibility. In the Montessori learning environment responsibility is developed through experience and natural consequences.

Children are provided opportunities through social life activity to align themselves with the highest values needed in a democratic society.

COMMUNITY

Communion is a basic human need to belong. It is an act of sharing that creates a context for personal and group meaning. A healthy community that requires the nurturing of deep communication skills – skills that honour children as individuals and ones that create a safe space for listening, hearing and honest dialogue.

LOVE

Love is not only the attractive force that compels us to be with each other, it is a continuum of respect and reverence for life and the unfolding potential of humanity. Without love, learning is reduced to a method or a subject and the field of experience is limited.

Montessori explains, “A teacher must not imagine she can prepare herself for this vocation simply by acquiring knowledge and culture. Above all else she must cultivate a proper attitude to the moral order.” In every school subject there is an activity of love. It is this spiritual component which differentiates a Montessori class from a class that uses Montessori materials.

“We must help the child to act for himself, will for himself, think for himself; this is the art of those who aspire to serve the spirit.” ~Maria Montessori

LANGUAGE

Activities having to do with receptive and expressive language. Young children are interested in writing and reading. Given the opportunity, most children are ready to learn to read by age six.

MATHEMATICS

Activities having to do with counting and number relationships, including an overview of the function of the decimal system. Careful design of materials in the mathematics area and in the sensorial area lays the groundwork for the future learning in algebra and geometry.

CULTURAL

Experiences that provide children with information about geography, history, music, art, science and nature study. Other areas of interest or knowledge from the hobbies or occupations of our community are explored as well.