Directors:
Toula Karnavas
Sophia Houtras
The history of Montessori dates back to the late nineteenth century. Dr. Maria Montessori was the first woman to have become a Doctor of Medicine in Italy. As a physician her first educational encounter with children took place in a psychiatric clinic in Rome. These children were labeled as “mentally retarded”. It was here were she realized the potential and capabilities of these children. After careful observation and experiment she came to the conclusion that their minds had never been stimulated. They were locked away with no sensory stimulation what-so-ever. The methods to her approach now begin to unravel to tell her story. It is a unique method of education designed to take advantage of the child’s sensitive periods. The period between birth and six years of age which has been found to be the most impressionable. The child has what Montessori would call it an absorbent mind. Unconsciously soaking up information from their environment learning about it at a rapid rate. This ability to learn is unique to the young child and is significant to the development of their being. The impressions made on the child’s mind actually shape and form the child emotionally, cognitively and behaviorally.
During the sensitive period of life the child discovers by touching, seeing, smelling, tasting and exploring . Montessori realized that all children have an inborn motivation to learn, an innate desire which is fulfilled through their senses. In fact a child cannot be stopped from doing so. Identifying with these universal characteristics of a child, she devised educational materials and methods based on her belief that children learn best by doing. This in her time was quite different than the conventional passively accepting other people’s ideas and preexisting knowledge. In short, plain old listening was not enough to stimulate, cultivate and develop the young mind. And so forth lies the basis of Dr. Maria Montessori’s new method of teaching.
The Montessori method gained great recognition all over the world. It stems from her discovery of the importance of the school environment and the role it could play in changing the child’s behavior. Putting together into play all the other aspects of child development she had learned she created the “prepared environment”. A dynamic, interactive learning environment was created. It encouraged each child to reason, cooperate, collaborate, negotiate and to understand.
In the special environment prepared…. in our schools, the children themselves found a sentence that expresses the inner need…
“Help me to do it by myself!” Maria Montessori, The Secret of Childhood
The prepared environment is a place of thoughtful planning. An attention to detail an intricate blend of order and purpose.. The materials, each with their own developmental skill are displayed in such a way that keeps the environment accessible, inviting, and in proper order. This system of preparation is continually perfected to rouse and sustain the children’s attention. In an address given by Montessori to the National Education Association dated 1915 she states,”To be able to choose objects that will interest and hold the attention of the child is to know the means of aiding it in its mental growth.” In her second newspaper article she says, “Little novel occupations were everywhere available. I was like a Turk in a bazaar.”
The child has the freedom to move about the classroom to be independent to work with what interests him at his/her own pace. As each task becomes mastered so does the patterns of concentration and inner discipline evolve. A life long attribute that will remain with the child , a building block laid down early in life, a wonderful habit; To be adamant…. is to succeed. Using an example of a child working with cylinders, she goes on to say,”That which interests the child is not only the sense of handling the objects, but the conscious acquisition of a new power of discrimination, that of recognizing the differences of dimensions among cylinders, the differences which at first he did not perceive.” With the materials devised and the guidance of the teacher the Montessori method was a success. The basic concepts that were introduced such as arrangement of objects from large to small, top to bottom, left to right , concrete to abstract developed skills that became fundamental building blocks to aid in the complex type of reading, writing and mathematics that lied ahead.
“The child can only develop by means of experience in his environment. We call such experience work…”
Dr. Maria Montessori
To learn more please visit our website.
The mission of the Montessori School of Hamilton is to enrich the quality of the child's educational and developmental pathways of life. To foster the love of learning and encourage individuality and self expression. We are committed to providing a high quality superior educational experience unparalleled and unsurpassed by any early childhood program provided.
The key to Montessori is that it identifies with the child's natural desire to learn. The drive with which the child holds within him is the bases for all principles and methods to Montessori. With this innate desire to explore and discover by himself the child becomes an independent learner. All this in a safe and happy environment.
Our commitment does not stop there. We believe in a continuity of learning extending it well beyond the classroom and into the home and family. After all, this is were practical life skills taught will be utilized and the sense of accomplishment felt. Educating parents in the techniques and principals used is of most importance to our continuity of learning belief. We strive to meet the needs of the children and their families.
We incorporate all facets of a child's life experiences into our learning programs. Understanding the issues and challenges with which all children are faced with at each age, gives us the knowledge needed to facilitate early learning for any child regardless of background. This ensures that we also address a child's emotional and behavioral development. A completed well rounded age appropriate program takes into consideration each and every developmental pathway of a child's life.
Regular centers may be recognized for promoting the social, cognitive and physical development of children. We not only promote these things but put emphasis on the later the emotional and behavioral development. This approach is an added must to the conventional motor and cognitive developmental programs provided by most conventional day care centers.
Prepare the environment to meet the child’s needs. This should include not only the physical needs but also the psychological. The child’s physical needs include clothing, shelter, food and security plus ample space to move around in. The child’s psychological needs are love, social acceptance and respect for him/her as a human being. Always keeping in mind that each child is unique and will follow their own natural pathway of development. It is up to us as parents and care givers to guide them as they progress in their endeavors.
The Montessori School of Hamilton is a very well established Montessori preschool program offering an authentic Montessori education to the community and surrounding areas that we serve. Hamilton Montessori School serves the areas of Hamilton, Robbinsville, Bordentown, Chesterfield, Mansfield, East Windsor, West Windsor, Lawrenceville and Trenton areas. We are committed to providing a high quality, superior educational experience unparalleled and unsurpassed by any early childhood program provided. Watch your child bloom under the guidance of an experienced Montessori teacher, within a thoughtfully prepared environment.
Come discover the secrets of childhood!
The Montessori School of Hamilton invites all parents to come and experience the Montessori difference. Come and find out what are the principles and methods to Montessori. See the Montessori difference for yourself. Don’t miss out on this wonderful opportunity for you and your child.
