Why Early Education?

Learning begins well before a child enters the classroom for the first time. Children’s early years are a time for growth, wonder and discovery when the building blocks for physical well-being, school readiness and social belonging are established.

It has been identified that the early years from 0 to 6 years are the most important time from brain development in humans. It has been proven by experts in all over the world repeatedly that the capacity for a child to absorb concept & learning is the highest during 0 to 6 years of age, so it is necessary to identify areas of development that need to be focused on during these years of the child development and ensure that the same is imparted in an effective manner to the child. That is why early education is strongly recommended by the education expert.

Embed YouTube Video to show early year education:

 

 

Video Description: At first the baby was able to kick or reach for the mobile only, but gradually learned how to grasp the wooden ring at the bottom and to shake it, making a kind of first music with the lovely sound of the wooden chimes. His excitement shows with the whole body as he experiments—moving, the sound happens, holding still the sound stop—over and over. This is valuable research and should not be interrupted.

About Maria Montessori

About Maria Montessori
Maria Montessori was born in Chiaravalle, Italy on August 31, 1870 and moved to Rome with her parents in 1875 at the age of five. Her mother encouraged Maria to explore her natural inclination to learn, and Maria’s interest in math, physics, natural sciences, biology and medicine led to her to studies at the University of Rome’s La Sapienza Medical School. At a time when not many women were working in the medical field, she graduated from the University and became a certified physician, later joining their Psychiatric Clinic, where she participated in research work centered on educating children with special needs and learning disabilities
In 1896, Dr. Montessori was appointed as the head of an institution in Italy that was devoted exclusively to the care and education of mentally handicapped children. After working with these children by utilizing the techniques she developed from her previous brain-based research, she asked several of the eight-year-olds under her care to take the prescribed state exams. Surprisingly, the children not only passed these exams, but they did so with above average scores. This success prompted Dr. Montessori to look into the effects that her teaching philosophies might have on children outside of the institution.
In 1907 Maria Montessori founded her first Casa dei Bambini, or “Children’s House” for disadvantaged children living in the city’s slum districts. At the school she focused on teaching students various ways to develop real-life skills and to expose them to relevant educational concepts, all at a pace that each child could set for him or herself. She also identified several critical periods of early childhood development through her observations, and then shaped her teaching methodology around these in order to address a child’s “sensitive periods of learning” with age-appropriate materials and activities.
From that time, right up until her death in 1952, Maria Montessori continued her educational work, and her methods eventually became widely recognized and embraced throughout the United States, Europe, and India. She also founded and established a research institute in Spain, and developed Montessori Training centers around the world.

Curriculum

Curriculum
“Montessori Education” is an educational methods based on the scientific observation of children’s actual learning processes, and then shaped her academic program around the fact that children have the innate ability to teach themselves. The result is a model that aims for the fullest possible development of the whole child, ultimately preparing him or her for life’s many rich experiences.
The practical application of the Montessori method is founded on basic human tendencies – the need to explore, move, share with a group, to be independent and make decisions, create order, develop self-control, use one’s creative imagination, work hard, concentrate and perfect one’s efforts. The Montessori method embraces these tendencies and incorporates them into daily classroom activities.
The main purpose of Montessori education is to provide students with a carefully planned, stimulating “prepared classroom environment” that is based on brain-based developmental needs, with the goal of helping each child build an excellent foundation for both current and future learning.
An effective Montessori program includes:
• Helping students develop a positive attitude towards life.
• Participation in individualized learning activities.
• Children who are given daily opportunities to engage in learning tasks that appeal to them, with many options available in the classroom geared toward the varying needs of students and at their level of readiness.
• The freedom to work and progress at one’s own rate, with adequate time allowed to be able to repeat the task as often as one likes, resulting in a series of successful, self-motivated achievements.
• The development of students’ self-confidence and higher-level thinking skills.

The Difference

How are we different?

[table id=1 /]

Common Misconception

Common Misconception
1. Montessori is just for preschool children.
While the majority of Montessori schools in the India are preschools, Montessori programs exist at age levels from birth to fourteen.
2. Montessori is just for special learners—the gifted or the learning-disabled.
The methods used in Montessori schools are highly effective with both learning-disabled and gifted learners; the reason for their effectiveness, however, is that the learning environments have been designed to ensure success for all children.
3. Children in Montessori classrooms are relatively unsupervised and can “do whatever they want.”
Montessori is based on the principle of free choice of purposeful activity. If the child is being destructive or is using materials in an aimless way, the teacher will intervene and gently re-direct the child either to more appropriate materials or to a more appropriate use of the material.
4. Montessori classrooms are too structured.
Although the teacher is careful to make clear the specific purpose of each material and to present activities in a clear, step-by-step order, the child is free to choose from a vast array of activities and to discover new possibilities.
5. Montessori classrooms push children too far too fast.
Central to the Montessori philosophy is the idea of allowing each child to develop at his or her own, individual pace. The “miracle” stories of Montessori children far ahead of traditional expectations for their age level reflect not artificial acceleration but the possibilities open when children are allowed to learn at their own pace in a scientifically prepared environment.

Updated Montessori

Montessori is out of date.
While appropriate changes have been made to the original Montessori curriculum (including the introduction of computers and modifications to the Practical Life exercises to keep them culturally relevant), the basic pedagogy has not changed much since Dr. Montessori’s death in 1952. Contemporary research and evaluation, however, are confirming Montessori’s insights, especially in areas of brain development.