Montessori Programs at Abhyaas
Curriculum
The programme at Abhyaas focuses on the development of learning abilities in the pre-schoolers. The emphasis is on enabling the child to imbibe and develop the qualities and skills needed to progress to the next level in his/her relationship with the environment and people.
Meaning and Purpose of Exercises of Practical Life
The purpose and aim of Practical Life is to help the child gain control in the coordination of his movement, and help the child to gain independence and adapt to his society. Practical Life Exercises also aid the growth and development of the child’s intellect and concentration and will in turn also help the child develop an orderly way of thinking. In the Control of Movement Exercises, the child learns about his own movements and learns how to refine his coordination through such activities Children are naturally interested in activities they have witnessed. Therefore, Dr. Montessori began using what she called “ Exercises of practical life” to allow the child to do activities of daily life and therefore adapt and orientate himself in his society. It includes social behavior activities.
The Purpose of Sensorial Activities
The purpose and aim of Sensorial work is for the child to acquire clear, conscious, information and to be able to then make classifications in his environment. Montessori believed that sensorial experiences begin at birth. Through his senses, the child studies his environment. Through this study, the child then begins to understand his environment. The child, to Montessori, is a “sensorial explorer”. Through work with the sensorial materials, the child is given the keys to classifying the things around him, which leads to the child making his own experiences in his environment. Through the classification, the child is also offered the first steps in organizing his intelligence, which then leads to his adapting to his environment. Sensorial Exercises were designed by Montessori to cover every quality that can be perceived by the senses such as size, shape, composition, texture, loudness or softness, matching, weight, temperature, etc. Because the Exercises cover such a wide range of senses, Montessori categorized the Exercises into eight different groups: Visual, Tactile, Baric, Thermic, Auditory, Olfactory, Gustatory, and Stereognostic.
Introduction to Mathematics (Arithmetic)
A number itself cannot be defined and understanding of numbers grows from experience with real objects but eventually they become abstract ideas. It is one of the most abstract concepts that the human mind has encountered. No physical aspects of objects can ever suggest the idea of number. The ability to count, to compute, and to use numerical relationships are among the most significant among human achievements. The concept of number is not the contribution of a single individual but is the product of a gradual, social evolution. The number system which has been created over thousands of years is an abstract invention. It began with the realization of one and then more than one. It is marvelous to see the readiness of the child’s understanding of this same concept. Arithmetic deals with shape, space, numbers, and their relationships and attributes by the use of numbers and symbols. It is a study of the science of pattern and includes patterns of all kinds, such as numerical patterns, abstract patterns, patterns of shape and motion. In the Montessori classroom, five families with math are presented to the child: arithmetic, geometry, statistics and calculus. More precisely, the concepts covered in the Primary class are numeration, the decimal system, computation, the arithmetic tables, whole numbers, fractions, and positive numbers. We offer arithmetic to the child in the final two years of the first phase of development from age four to age five and six.
Introduction to language
Language is a system of symbols with an agreed upon meaning that is used by a group of people. Language is a means of communication ideas or feelings by the use of conventionalized sounds and signs, thus, being the spoken and written language. The Language Development of the Child When the child arrives in the Montessori classroom, he has fully absorbed his culture’s language. He has already constructed the spoken language and with his entry into the classroom, he will begin to consolidate the spoken language and begin to explore the written forms of language. Because language is an intrical involvement in the process of thinking, the child will need to be spoken to and listened to often. The child will need a broad exposure to language, with correct articulation, enunciation, and punctuation. The child will need to experience different modes of language and to hear and tell stories. Most importantly, the child needs to feel free and be encouraged to communicate with others. The special material also plays an important role in aiding the child to develop the powers of communication and expression, of organization and classification, and the development of thought. At Abhyaas we give utmost importance to child’ s self expression. We offer activities like stories ,rhymes slokas, small conversations etc besides writing ,reading. As the child leaves the Montessori classroom after the age of six, he will have become an articulate person, being able to communication his feelings in well-formed sentences and in writing. He will be able to write these thoughts and feelings in a skillful handwriting. He will have the ability to write in different styles and about a variety of subjects. The child will have total reading and a sense of the home language at a level where he will be the master of his words.
Activities of culture
They include activities related to Botany, Zoology, Geography, History, Geometry, Physics and Chemistry. The infant and young child observe and experience the world sensorial. From this experience, the child abstracts concepts and qualities of the things in the environment. These concepts allow the child to create mental order. The child establishes a mental map, which supports adaptation to the environment and the changes that may occur in it. Uniquely designed classroom materials are displayed to be an invitation for every child to observe and explore. Through the natural processes of exploration and observation, their skills begin to develop. It is common to see a three-year-old working on tasks, which lead to writing, reading, and mathematics. It is also common for a five-year-old to come to the aid of a younger child or for several children to decide to work together on a project. Social skills develop rapidly now as the children learn to share and help one another.
Latest Events Photos
