Frequently Asked Questions
- Why should I send my child to Montessori?
- How is Montessori education different from traditional education?
- What does a Montessori classroom contain?
- What is a typical day like for a child in a Montessori Children’s House?
- How do children interact in the environment?
- What is the role of the Montessori teacher?
- With all the freedom, isn’t there confusion?
- What is the best age to enroll a child in Montessori?
- Why do you recommend a five-day Montessori experience?
- What about socialization and group work?
- Who is the Montessori method designed for?
- Is Montessori expensive?
- How do Montessori children adjust to public schools?
Most educators and psychologists today agree that the single most important period in the development of a person's intelligence occurs between birth and age six. A child’s mind is extremely absorbent and his curiosity is at a peak during these early years. When properly nourished and stimulated, the child's mind forms patterns for learning that serve him well throughout his life. The Montessori system of education has proven to be one of the most effective methods to guide a child through these critical years.
In most preschools the children are taught educational concepts in a group by a teacher. In Montessori children learn concepts spontaneously as they work independently with the many materials in the environment. Children make choices based on their own interests from the wide variety of developmentally appropriate materials in the classroom.
The Montessori classroom is a child-size world. Whatever is in the world outside can be incorporated meaningfully in the Montessori classroom. To a child, the world is overwhelming - it is big, complex, and confusing. By careful selection of materials by the teacher, an environment is set up that allows the child a place to explore life on a level he can understand. The materials or exercises are designed to stimulate independent exploration. This prepared environment entices the child to proceed at his own pace from simple activities to more complex ones. Through this process, the child's natural curiosity is satisfied and s/he begins to experience the joy of discovering the world around him/her.
Children come into the school, greet the teachers, hang up their coats, and begin their days. They move about the classroom from activity to activity, unrolling a small rug for work on the floor or sitting at a table, talking or working with a friend or choosing to work alone, sitting back to observe as they wish. Each child manipulates materials of interest to him, receives lessons from the teacher on new material, shares snack with a friend, and so forth. The materials in the classroom are grouped into the areas of Practical Life, Sensorial, Math, Language, Art, Science, and Geography. Toward the end of the morning, the children gather in a circle to hear a story read aloud, share news, and sing songs. The final hour of each morning is spent at outside play (weather permitting) and having lunch on tables set with silverware, china and tablecloths.
After the half day children are dismissed, the full day program continues with first, a rest period, and then, another period of work. Some group activities are done in the afternoon, with the children exploring a certain art form, creating holiday projects, or delving into a science experiment. Individual pursuits also continue at a pace established by each child for himself or herself.
As the children develop their sense of pride in their work, a feeling of confidence, well being, and joy begins to manifest itself. A general spirit of respect and cooperation among the children emerges.
The Montessori teacher facilitates classroom activity. She carefully plans the environment with the interests of the children in mind, and she helps children progress from one activity to the next. She is trained to deal with each child individually, allowing him to choose from many activities within his range of ability. She stands back while the child is working and allows him the satisfaction of his own discovery.
In the classroom, the children are given freedom within limits. A child is allowed to work freely so long as he does not disturb others. Actually, because of having the freedom to follow their interests the children are generally happy and busily involved in their work.
Maria Montessori described various periods of “sensitivity.” During these times, a child is capable of and interested in learning specific concepts. At age 2½ to 3½, a special sense of order, concentration, coordination, and independence begins to emerge. This time is ideal to enroll a child in a Montessori program as s/he is at the perfect stage to build a strong foundation for future learning.
A child who attends school for five consecutive days each week will have the greatest opportunity for uninterrupted, spontaneous learning. A child taken in and out of school frequently does not have the same opportunity and consistency to pursue his/her unfolding interests.
Socialization is very much a part of the Montessori method. In the classroom you'll notice children interacting continuously, choosing to work on projects together, and older children helping younger ones. Most days there is an opportunity for group activity and outside play.
The Montessori Method is an “approach to learning” and has been used successfully in all parts of the world and in all types of programs, including Head Start, gifted and talented, learning disabled, average children, and so forth. Fallbrook Montessori School is a multicultural community where differences are honored and uniqueness prized.
In order to maximize accessibility, we strive to keep our tuition as low as possible. However, Montessori schools have expensive materials and highly educated teachers. These elements can sometimes cause tuition in Montessori schools to be higher than other preschools. To give your child the finest possible experience in his most sensitive years is to give him a strong foundation throughout his life.
Children who have been in a Montessori environment are generally very flexible and adjust quite easily to the public school situation. They generally spend their time in productive ways because of their self-direction and positive attitude toward learning. Montessori children are quite adaptable since they have learned to work on their own without constant supervision.