Announcements

New flexible timings for below 4 year kids!
09:00 AM to 12:00 PM OR
12:00 PM to 03:00 PM

Upcoming Holidays
18-Jul Elementary wing-Ramzan-Holiday
14-Aug Independence Day Celebs
15-Aug Independence Day-Holiday
27-Aug Rakhee Celebrations
28-Aug Varalakshmi Vratam-Holiday
29-Aug Sat Rakhee - Holiday

Our New Address is:
Plot# 697/A, Matrusri Nagar, Miyapur, Hyderabad 500049
 

Montessori Curriculum

An Exercise of practical life: The aim of exercise of practical life is to aid in development and not performed for practical reasons. These activities according to the adult are which we perform to sustain and survive. But according to the child, performed to restore, develop, and maintain contact with environment. The child is introduced initially with practical life as he/she is familiar with most of the materials at home but has not laid his hands over them. This attracts them to these activities that give them independence and control of their own life. This basically helps him to care of himself, take care of his environment, helps him with his/her eye-hand co-ordination, and with his/her social behavior.





The most important need of the young child is to develop his muscles and co-ordinate his movement through such practical life exercises as sweeping, polishing, carrying water, pouring and washing a table. Special Montessori materials enable him to tie, button, and use many other fastening devices. The purpose of these exercises is to develop concentration, and to pay attention to detail as the child follows a regular sequence of actions and to learn good working habits. These activities provide the very foundation on which the child approaches more intricate academic exercises.

“As soon as children find something that interests them they loose their insensibility and learn to concentrate” “only practical work and experience lead the young to maturity”. --- MM

Sensorial Activities

Senses are the gateways to the intellect. What ever is in the intellect now must have been in the past. It has to pass through the senses and then enter the intellect. The classification leads to a higher level of mental order and the hands are the instruments of man’s intelligence.

One aspect of the Montessori Method taught at all Montessori Houses is the Sensorial exercises. Sensorial Materials in the Montessori environment are designed to sharpen the senses of the young child and enable the child to understand the many impressions he receives through them. Each of the Sensorial Materials isolates one defining quality. Montessori Sensorial Materials help the child to distinguish, to categorize, and to relate new information to what he already knows and become aware of the physical attributes of matter such as color, shape, size, mass, etc. Sensorial education caters to the visual, olfactory, acoustic, gustatory, tactile, barric, Kinesthetic, thermic, and stereognostic senses and helps him to classify his mental headings. “We cannot create observers by saying 'observe,' but by giving them the power and the means for this observation and these means are procured through education of the senses”.--mm

“The education of senses must begin in the formative period of life, if we wish later on to raise it to a higher level through education, and to apply it to some special form of culture. For this reason the education of sense ought to begin methodically in childhood, and then continued during the period in which the individual is being educated for the practical life of the world he will live in.” --- MM.

Language

Like all the human functions language is the psychical acquisition and affects all aspects of human personality. The child doesn’t take the language in parts but he takes as a whole. Help given to the child to rectify and consolidate the spoken language will help him to write and read better when he explodes into the same naturally finds strong foundation that writing and reading become optimal help for the child. In the prepared environment freedom of expression is offered along with social norms that are relevant to the child’s time and place. Language is created and consolidated through spoken language activities which enrich the child’s vocabulary, phonic awareness, articulation and free oral and correct expressions. Writing activities includes direct preparation through spoken language activities and Sand paper letter tracing. Indirect preparation of writing is taken care by other means of development. Reading in the Montessori child starts as mechanical, interpretive and end to be total dramatic reading. The child will be able to do reading analysis which has semantic and syntactic perception. “The achievement of the child is not a mechanical happening. It is something greater. It is the performance of a human intelligence which placed among the stark realities and requirements of life, forges for itself the mechanism of expression and a vehicle of communication with the outside world.”---- MM.

Arithematic

These activities internalize various mechanical concepts. These mechanical concepts consist of various aspects like geometry, algebra, etc. the child is initially introduced to geometry as it can be perceived through his senses. After developing certain mental order the child is able to differentiate similar objects and then arithmetic is introduced. First numeration is introduced followed by the four operations of arithmetic through decimal system of numeration. The child is introduced to linear and skip counting and working with different memorization activities leading to passage to abstraction. Last but not the least the basics of fractions along with time and statement problems are given to the child. Montessori child appreciates arithmetic qualitatively and quantitatively. The child is prepared for maths indirectly through all the developmental activities.

Culture

Man has the task of self formation by achieving the integrated personality. The environment around the child serves as means of development and psychical nutrient. Such environment should depict some of the items of human culture which are introduced in the self-interpretive environment are the world of land and water forms (geography), world of shapes (geometry), world of plants(botany), world of animals (zoology) and the world of man (arts, music etc). “What is taken in by the child in the form of culture is like a permanent victory which kindles a blaze of enthusiasm, as if he were launched into a sudden conflagration. From this childhood culture, sparks of intelligence are given off, which lead to expansion and to more victories in the future.” -- MM