ACADEMIC Bilingual PROGRAMS AND ALL-DAY MONTESSORI PROGRAM
Our academic programs runs for ten months from August to May. This includes one full Montessori educational cycle each day, outdoor play and the close, personal supervision our academic program is known for. With this program comes the option of week-to-week enrollment during the summer period. This program is available in a full and half-day schedule for children ages 3-months through 6 years.
The MONET ROOM
INFANTS 3 to 16 months
(Coral Way Campus only)
The Monet room at Village Montessori is specially designed to meet the needs of your child by providing a home like environment, aesthetically beautiful with soft tones, loving, safe and clean. It is an atmosphere of understanding, respect and support with freedom of movement.
Aims of materials in the environment
Develop Visual, Tactile & Auditory senses.
Develop Eye-hand coordination
Two hands working together
Hands guided by intellect
To encourage infant to move with a purpose
To aid the development of knowledge of spatial relationships
Cause & Effect
Through the interactions with our Village Montessori environment your child understands the Power of “I can change my environment”.
At Village Montessori your child becomes an active participant of the community where he develops Self Confidence
At Village Montessori your child experiences accomplishments of his first goals
At Village Montessori your child begins to understand he can be self reliant
At Village Montessori your child develops Eye-hand coordination while maintaining equilibrium
We do not have a “schedule” for the infant room. We believe that children eat when they are hungry and sleep when they are tired. We try to give them plenty of space to move around inside and outside each day. We read to them, sing to them, and enjoy them.
To help the children bond with only a few adults, and to assist the adults in their efforts to personally respond to the uniqueness of each child, we use a Primary care-giving approach. Each adult is responsible for the same children each day. This not only allows the care giver to personally become involved with only 3 or 4 children and respond to them individually, but it also makes recording of their primary care much easier to manage. This does not mean that the care giver ignores the other children or refuses to assist them if their primary care-giver is busy.
The MICHELANGELO, RAPHAEL, matisse and van gogh ROOMS
TODDLERS 16 to 36 months
In our fully bilingual Montessori classrooms, children not only select their own work most of the time but also continue to work with tasks, returning to continue their work and repeating it over many weeks or months, until finally, the work is "so easy for them" that they can teach it to younger children. This is one of many ways that Montessori educators use to confirm that students have reached mastery of each skill.
We pride ourselves on:
A Peaceful, Loving, Safe & Clean Environment
An environment full of opportunities for communication
An environment where the child can correct its own errors and work towards exactness
An environment of collaboration
An environment where the child feels honor and respected
An environment of exploration
An environment conducive to independence
In a Montessori environment, students rarely learn from texts or workbooks. In all cases, direct personal hands-on contact with either real things under study or with concrete models that bring abstract concepts to life allow children to learn with much more in-depth understanding.
It is natural for children to wiggle, touch things, and explore the world around them. Any true Montessori environment encourages children to move about freely, within reasonable limits of appropriate behavior. Much of the time, they select work that captures their interest and attention, although teachers also strive to draw their attention and capture their interest in new challenges and areas of inquiry. Moreover, even within this atmosphere of spontaneous activity, students do eventually have to master the basic skills of their culture, even if they would prefer to avoid them.
In Montessori classrooms, children not only select their work most of the time but also continue to work with tasks, returning to continue their work over many weeks or months, until finally, the work is “so easy for them” that they can teach it to younger children, this is one of many ways that Montessori educators use to confirm that students have reached mastery of each skill.
One of Montessori’s key concepts is the idea that children are driven by their desire to become independent and competent beings in the world to learn new things and master new skills. For this reason, outside rewards to create external motivation are both unnecessary and potentially can lead to passive adults who are dependent on others for everything from their self-image to permission to follow their dreams. In the process of making independent choices and exploring concepts mostly on their own, Montessori children construct their own sense of individual identity and right and wrong.
Freedom within Limits
Montessori children enjoy considerable freedom of movement and choice; however, their freedom always exists within carefully defined limits on the range of their behavior. They are free to do anything appropriate to the ground rules of the community but redirected promptly and firmly if they cross over the line.
Intrinsic Motivation to Learn
Intrinsic Motivation to Learn: In Montessori programs, children do not work for grades or external rewards, nor do they simply complete assignments given to them by their teachers. Children learn because they are interested in things and because all children share a desire to become competent and independent human beings.
The PICASSO, Degas, rembrandt & benedetti RoomS
Children 3 to 6 years old
Children in the primary preschool program possess what Maria Montessori called the absorbent mind, the ability to absorb all aspects of one's culture and environment without effort or fatigue. As an aid to this period of the child's self-construction, individual work is encouraged.
The following areas of activity cultivate the children’s adaptation and ability to express and think with clarity:
Practical Life exercises instill care for self, for others, and for the environment. Activities include many of the tasks children see as part of the daily routine in their home, such as preparing food and washing dishes, along with exercises of grace and courtesy. Through these tasks, children develop muscular coordination, enabling movement and the exploration of their surroundings. They learn to work at a task from beginning to end, and develop their powers of control and concentration.
Sensorial materials serve as tools for development. Children build cognitive skills, and learn to order and classify impressions by touching, seeing, smelling, tasting, listening, and exploring the physical properties of their environment.
Language development is vital to human development. The Montessori environment is rich in oral language opportunities, allowing the child to experience conversations, stories and poetry. The sandpaper letters help children link sound and symbol effortlessly, encouraging the development of written expression and reading skills. To further reading development, children are exposed to the study of grammar.
Arts & Sciences
Geography, Biology, Botany, Zoology, Art and Music are presented as extensions of the sensorial and language activities. Children learn about people and cultures in other countries with an attitude of respect and admiration. Through familiarity, children come to feel connected to the global human family. Lessons and experiences with nature inspire a reverence for all life. The comprehensive art and music programs give children every opportunity to enjoy a variety of creative activities, as well as gain knowledge of the great masters.
Mathematics activities help children learn and understand the concepts of math by manipulating concrete materials. This work gives children a solid understanding of basic mathematical principles, prepares them for later abstract reasoning, and helps to develop problem-solving capabilities.