Twelve Months-Three Years
The Toddler environment encourages freedom of movement, an atmosphere of respect, and the growth of independence. The routine for the classroom is orderly and simple to support the child's strong need for order and predictability. The classroom is organized with shelves holding activities for the different areas of the curriculum- Practical Life, Sensorial, Language Development, Art, Puzzles and manipulative materials and a self-serve snack area. All furniture and shelves are child-sized so that the child can choose and access work independently. Based on continual observation by the teachers, materials are rotated to meet the children's ever-changing developmental needs. All of the materials relate to a specific skill or task and possess a control of error. Children are encouraged to choose work freely. At the beginning of the year, the main focus of the program is to help children establish a feeling of trust that will allow them to separate from their parents with ease. Parents play an important part in this process and may be encouraged to stay in the classroom until the child has formed a bond with the teacher. Home visits prior to the start of school are also an important first step in this process.
Toddlers are at a period of learning languages, which Maria
Montessori called “the sensitive period.” Researchers today call it
a “window of opportunity.” Children from birth through age 6 are
wired to absorb any language, as well as absorbing multiple
Movement is as important to toddlers as eating, so each day our toddlers spend time outside developing their large motor skills. Our toddler playground features various climbing apparatuses, a large covered sandbox, and a track for riding scooters, tricycles, and foot propelled cars. As in each of the other divisions, toddlers have access to gardens for planting, watering, weeding, and harvesting.
Pre-primary, 3-6 YEAR OLDS Montessori Curriculum
The primary Goal of Bryson Christian Montessori program is to help each child reach full potential in all areas of life. Activities promote the development of social skills, emotional growth, and physical coordination, as well as cognitive preparation. The holistic curriculum, under the direction of a specially prepared teacher, allows the child to experience the joy of learning, time to enjoy the process and insure the development of self-esteem, and provides the experiences from which children create their knowledge.
Practical Life: The practical life activities are the first activities the child is introduced to in the Montessori environment. This is because they can immediately begin to satisfy the young child's inner desire for skills and self sufficiency. These include manipulative skills, self development, and care of the environment. Such activities as pouring, sweeping, polishing silver, mopping, caring for plants, and animals, and the use of good manners are among the many practical life activities. The child conducts these activities for the sake of working through the processes rather than for the sake of the results.
Sensorial: The primary purpose of these activities is to help the child sort out the many and varied impressions given by the senses. The sensorial materials isolates one defining quality such as color, weight, shape, texture, size, sound, smell, taste, and vision. The child is able to distinguish, categorize, and relate new information to what is already known. The color tablets, brown stair knob and knob less cylinders, pink tower, rough/smooth boards, and geometric shapes are some of the materials used in this area.
Language: The purpose of these activities is to cultivate writing and reading. The sand paper letters, moveable alphabet, the object box, metal insets, and labeling the environment all serve to prepare the child for the lifelong task of communicating. The alphabet is learned phonetically.
Mathematics & Numerical Skills: The child begins by learning to put quantities with the numbers- such as with the spindle box, numbers and counters, and number rods. The child advances to the decimal system by using the golden beads and moves to addition, multiplication, and division at his or her own pace.
Geography, Science, & Cultural Activities: To launch the child's exploration of the world's physical environment, the simple distinction of land versus water is made using the land and water globe. The child is then introduced to the map of his/her own community and home continent. The puzzle maps of all the continents and world follow. This knowledge is expanded as the child learns of the people of the world and their unique cultures with varied customs of dress and food. The child learns the basics of planting through gardening and develops an appreciation for the environment by recycling and composting. Some of the science experiments are performed throughout the year.
Other Activities: These activities might include unique experiences of children including current events, and special small groups or entire class projects.
The NC Pre-Kindergarten Program is a high-quality pre-k program that serves children who are at risk and prepares them for success in school. NC Pre-kindergarten is a research-proven strategy for school readiness.
Children served by NC Pre-K attend a full school day, full school year program that meets high-quality state standards. The program is community based. It is integrated with other early childhood programs in the community and administered at the county or regional level. Children participating in NC Pre-K may be served in classrooms in the public schools, licensed child care centers or Head Start programs.
The NC Pre-K program is especially beneficial for those children most at risk of school failure. According to independent evaluation findings by the FPG Child Development Institute, University of North Carolina at Chapel Hill, children served by Pre-K exhibit substantial growth in key areas including language, literacy, math and social skills.
North Carolina is one of the top two states nationally for state pre-kindergarten quality standards, according to the National Institute for Early Education Research, including standards such as teacher education and training, class size, staff-child ratio, and early learning standards. Children's experiences in NC Pre-K are rooted in North Carolina's early learning standards for preschoolers, called Foundations. These standards incorporate the five domains of development and learning fundamental to school readiness: approaches to learning, emotional and social development, health and physical development, language development and communication, and cognitive development. NC Pre-K teachers engage children in active learning with a focus on each domain.
Children in NC Pre-K,:
The NC Pre-K, staff values the diversity of children and their families and is responsive to the needs of individual children.
Why Montessori for the Kindergarten Year?
It is re-enrollment time again, and in thousands of Montessori schools, all over America, parents of four and five year olds are trying to decide whether or not they should keep their children in Montessori for kindergarten or send them to local schools.
The advantages of using a local school often seem obvious, while those of staying in Montessori are often not all clear. When you can use the local schools for free, why would anyone want to invest thousands of dollars in another year's tuition?
It's a fair question and it deserves a careful answer. Obviously, there is no one right answer for every child. Often the decision depends on each family's priorities and how strongly parents sense that one school or another is the right match for their children.
So here are a few answers to some of the questions parents often ask about Montessori for the kindergarten child.
Q. In a nutshell, what would be the most important short-term disadvantage of sending my five year old to the local schools?
A. When a child transfers from Montessori to a new kindergarten, she spends the first few months adjusting to the new class, a new teacher, and as whole new system. This, along with the fact that most kindergartens have very different expectations for five year olds than most Montessori programs, severely cuts into the learning that could occur during this crucial year of their lives. In a few cases, Montessori children in kindergarten may not look as if they are as advanced as a child that has been in a very academically accelerated program, but what Montessori kindergartens know they usually know very well. With reinforcement as they grow older, it becomes internalized and a permanent part of who they are. When they leave Montessori before they have had the time to internalize these experiences, their early learning often evaporates, because it is neither reinforced nor commonly understood.
Q. What would be the most important advantages of keeping my five year old in Montessori?
A. Montessori is an approach to working with children that is carefully based on what we've learned about children's cognitive, neurological, and emotional development. Although sometimes misunderstood, the Montessori approach has been acclaimed by some of America's top experts on early childhood and elementary education as the most developmentally appropriate model currently available. One important advantage that Montessori offers the five year old has to do with how it helps the young child to "learn how to learn."
Q. Since most children will eventually have to go to the neighborhood schools, wouldn't it be better for them to make the transition in kindergarten rather that in first grade?.
A. The American Montessori Society tells of a father who wrote, "We realized a child usually does his best if he has good learning habits, a sound basis in numbers and math, and the ability to read. We realized that he has had an excellent two-year start in his Montessori school. If he were to transfer now to another kindergarten program, he would probably go no further that he is now; whereas if he stays in Montessori, he will reap the benefits of his past work under the enthusiastic guidance of teachers who will share his joy in learning." By the end of the kindergarten, year, Montessori students will often have developed academic skills that may be beyond those of children enrolled in most American kindergarten programs; however, parents should remember that academic progress is not our ultimate goal. Our real hope is that the children will have an incredible sense of learning, and feeling of being closely bonded to their classmates. We want them to honestly enjoy school and feel good about themselves as students.
Once children have developed a high degree of self-confidence, independence, and enthusiasm for learning, they normally can adapt to all sorts of new situations. While there are wonderful and exciting reasons to keep a child in Montessori through elementary school and beyond, by the time they are in first grade, they will typically be able to go off to their new school with not only a vibrant curiosity but also an excitement about making new friends and learning new things.
Summer Camp & Youth Etiquette Program
18 Sessions per child; Ages 5-10
The purpose of our program is to build leadership skills, self-esteem, and character. Our classes are age appropriate; designed to teach good manners and proper communication skills.
Promoting Proper Etiquette: It's a Lifestyle
Silverware Savvy- Students practice 4 course meal table setting
Dining Skills- Students learn dining Do's & Don'ts
Behavior- Students demonstrate manners
Small Talk- Students practice polite conversation
Meet & Greet- Students learn proper handshakes & eye contact
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