Philosophy

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Assumptions about children: Montessori education is both a philosophy of child development and a rationale for guiding that development to take advantage of each child's own capabilities. The philosophy assumes each child should be treated as a distinct individual with specific preferences, habits, and abilities. Montessori assumes: A child is capable of developing her own unique personality The mind has a natural ability to absorb knowledge The mind is a mathematical mind of order There are stages of time in the child's development where the child is particularly sensitive to the acquisition of some particular knowledge or skill and has a strong interest in language, math, music, reading, handwriting and order There is an inner discipline within the child which through patterns of consentration and sequential learning established in early childhood produces an independent, confident and directed learner in later years. A carefully prepared environment: The ordered arrangement of sequential learning materials is designed to be developmentally appropriate, to be aesthetically appealing and to stimulate independent exploration. The "fundamental lesson" is the basis for teacher instruction. This three-period lesson approach includes a direct aim, an indirect aim and control of error. This give the child immediate feedback and allows them to the process to gain basic skills. Children progress at their own pace from simple to complex tasks. Mixed age groupings: The Montessori classroom is a miniature society in which children live and work cooperatively. Three-year mixed age groupings follow developmental planes and allow peer teaching. Children see each other as resources. The three-year learning cycle allows the child to learn in a non-competitive atmosphere insuring the child's success before a failure. Each child is free to move about the classroom, to talk to other children, to work with any equipment that they understand and ask the teacher to be introduced to new materials. Grace and courtesy: At Sayre, a child has the opportunity to learn the ground rules of human behavior through the acquisition of good habits and manners. The child creates order for himself and learns to distinguish among the impressions around him. There is a constant quest for acquiring mastery of self and environment. School ground rules are based upon respect and responsibility. The children learn to respect themselves, the materials, the teacher, other students and their work. Rules in a Montessori school form a basis for the development of inner discipline rather than controlled behavior that allows the child to disobey until caught and punished. The skills necessary for making appropriate choices are developed so that freedom within limits can be achieved through order and self-discipline. With that freedom is the responsibility to function within a socially responsible context. HOME * ABOUT SAYRE * PHILOSOPHY * LINKS * FACULTY * SAYRE NEWS * THE MONTESSORI METHOD * CURRICULUM * CALENDAR * FORMS * GET INFO * CONTACT US Page Last Updated 04-12-06