For the Primary aged child (2+ to 6 years), we foster the process of self-creation by providing an environment in which the child can develop independently at his or her own pace. Within this prepared learning space the child is also able to gain those social, physical, intellectual and emotional skills needed to function well within society. Our prepared environment contains all the didactic materials developed by Maria Montessori along with supplemental materials, that support learning in the areas of practical life, sensorial, exploration,music, art, geography, science, language, and mathematics.
Montessori believed that all children carry within them the seeds of the person they are to become. For them to develop to their fullest potential, freedom to choose activities within a developmentally appropriate environment, especially designed to help them fulfill their needs is essential. One World’s Primary Program provides such an environment, making accessible materials that allow the children to interact with as many aspects of the world as possible, scaled down to their size. The materials often contain within them a control of error, so the children can self-correct without adult intervention. The children learn through doing, experiencing the joy of individual discovery and mastery on their own terms, at their own speed.
An essential aspect of Montessori Education is developing awareness of the interrelatedness of all life and humanity’s responsibilities toward it. This is addressed on the Primary level through exposure to the different forms of life and caring for their needs. One way in which the children are exposed to the nature and needs of living things is through our outdoor environment. During the morning work period, the children have the opportunity to interact with plants and animals in a variety of ways, so that they can better understand our interdependence with all of the earth’s creatures and our need to act as responsible stewards. Children also participate in a peace education program, learning to listen actively, communicate positively, and discover solutions through compromise.
|7:30 – 8:30 am||Children in classroom helping to set up|
|8:30 – 9||Children outside, or in the classroom working|
|9 – 11||Work time|
|11 – 12 pm||Circle time|
|12||Half-day children go home|
|12 – 1||Lunch and clean up|
|1 – 2||Story and outside time. Nappers to nap room until 3 pm.|
|2 – 3||Afternoon work time|
|3||School day children go home|
|3 – 3:30||Play time outside|
|3:30 – 4||Snack|
|4 – 6||Inside activities, art projects, story time, circle, etc.|