Peaceful Pathways Montessori will offer four different programs in the 2010 - 2011 school year.
The Parent-Child Program is a unique, in-depth educational
experience for parents and their infant or toddler. Parents attend a morning
session with their child. They also attend several parent discussions during
The Toddler Program is designed to be a gentle transition from home to school. Through close cooperation between parents and the teacher, the children are gradually able to separate from their parents without anxiety.
In a respectful and gentle way, Peaceful Pathways' teachers support the child's natural development, with focus always on the encouragement of independence. Toddlers begin building the foundation for who they are to become. They are beginning to form their character, self esteem, purpose of life, social skills, and learning processes.
Activities are positioned around the room for toddlers to choose independently. The materials and activities help the toddlers begin to experience the concept of sequence, form, shape, movement, and sound. The activities change and evolve as the child grows physically, emotionally, and intellectually.
These children are working on the "45 Layout" - experiencing and getting a picture in their mind of what numbers look like from 1 - 9999.
Prior to age six, the child learns more easily and efficiently than at any other period in life. Research has established the critical importance of the first six years of life for a child’s physical, cognitive, emotional and social development. Montessori education is both a philosophy of child development and a method for guiding such development.
The Montessori environment is a prepared one. It affords the child stimulation and exercises his senses in a controlled and orderly manner. The classroom is designed so that the materials available to the children are appropriate for their varying ages, interests, and levels of development. The materials lead children through the process of learning, while giving them specific information. This involvement with the learning materials lays the foundation for future cognitive growth.
As the child works independently in the classroom, he/she is “building the person he or she will become.” As the child becomes more confident and self-controlled, self-discipline is gradually developed. Because the Montessori environment s designed to encourage freedom of movement, there is ample opportunity for a child’s social development.
A good Montessori classroom is the world in a capsule. A single teacher or directress can bring her “world” into the environment. Therefore, parents are encouraged to participate in the life of the school.
The Montessori method is designed to promote the understanding of children and their needs. Children discover in their own way and in their own time. The most important contribution that Montessori makes is in the development of our children’s attitudes and approaches to learning.
Four Half Days - This program meets during the morning for three hours Monday - Thursday.
Five Half Days - This program meets Monday - Friday during the morning for three hours each day.
Five Full Days - This program meets Monday - Friday for a regular school day. Students bring a lunch to school each day.
A Montessori classroom is an exciting place to be. There
are many interesting and beautiful resources with which the children can work.
There are many interesting books on a wide assortment of topics such as on
insects, plants, animals, different countries, history, etc.. However,
textbooks, workbooks, and ditto sheets are not used. Instead, children work with
many different concrete materials which help them to learn through an active
process. In using these materials the children may make their own books, draw
their own maps or time lines, and develop their own projects. As a result, the
classroom is a busy, happy place to be. Since the classroom is well organized,
with the intention of making all the materials visible and accessible for the
children, the children can find what they want and work without having to wait
for the teacher.
Elementary students move beyond the classroom by planning regular going-outs when research needs merit the gathering of further information. While given freedom in the classroom environment, our elementary students exhibit responsibility. To facilitate this, our teacher holds weekly, one to one (or small group) meetings with each student to monitor projects and set goals. The freedom to pursue desired work in the classroom is dependent on the child's responsibility to these meetings. The approach encourages self-discipline while preserving each child's natural excitement about the process of learning.
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05/01/2012 - Last Modified