Full Day Kindergarten (Aspens Classroom)
A full day of kindergarten allows students to establish and refine their academic skills in reading and comprehension, writing, critical thinking, and mathematics. During the classroom work period children select work from the Montessori materials on the shelves around the room or from assigned activities in their workbooks. They are able to develop good works habits and refine their academic skills and resource programs in our full-day Kindergarten program. Homework is introduced to the kindergarten students as a way of reinforcing continuity between home and school while developing good study habits. We help with the development of writing skills through our Writer’s Workshop Program. Children develop a sense of completing task and projects which is a focus for this group. In the afternoon, the focus shifts to more enrichment studies. There are cultural study presentations in Science, Geography, Zoology, or Biology with specific follow-up activities.
Resources include Library skills, P.E., Art, Music Appreciation, Spanish and Sign Language. The Montessori curriculum follows the child. Following the child is one place where Montessori differs considerably from traditional education. Rather than following a set simultaneous sequential curriculum, where every child learns the same things every day regardless of their knowledge or aptitude, a more flexible approach is taken. Each child is assessed and begins within the continuum of the ages 3-6 curriculum meaning they are taught at the level they are at for each curriculum area.
There are 3 parent/teacher conferences (September, January and May) during the school year to discuss the progress of your child.
Age: 5 years old by Sept 1
Program: 5 days per week (8:30am – 5:00pm)
Extra hour of extended care available 8:00-8:30am and 5-5:30pm
Language Area has two modes: Receptive and Expressive Language Oral language develops through discussions, storytelling, poetry, and vocabulary lessons. A phonics approach to reading is incorporated. The “sandpaper Letters” help children to fuse sound and symbol effortlessly, through a sight-sound-touch presentation of the alphabet. Numerous studies have found that explicit and direct phonics instruction offers significant benefits to children learning to read. The earlier children receive phonics instruction, the better. Individualized phonics instruction writing and reading skills are generally developed consecutively. To further enhance reading development, children are taught grammar and word function within sentences.
Cultural Area includes Geography, Botany, Zoology, Anatomy, Astronomy, History, the Arts and Music, which are integrated in the school day. The children are presented hands-on materials such as puzzle maps, isolating each continent, three-part cards, pictures with objects to match, books and stories with pictures, objects, artifacts, music, songs and foods from around the world support our cultural studies. Follow-up projects are also given after a presentation to reinforce the lesson. Children in the Montessori classroom begin with the world as a whole, and then the world’s parts. We take the child from the concrete to the semi-concrete, to the semi-abstract to the abstract. The whole, when fully understood, gives meaning to the parts, and the parts give meaning to the whole. Children learn about the earth, continents, countries, states, climates, and animals, as well as the principles of honoring all religions, cultures, and people. This helps children to obtain a sense of self and community and an understanding of where in the universe they can fit. Art programs provide the opportunity to enjoy creative activities and gain a better understanding of the great masters.
In addition to the above Montessori curriculum, children learn about working with peers, music and movement, library skills, art, and foreign language. They also learn to use their large motor skill through our Jack Capon’s Motor Fitness Program.
A child in his earliest years, when he is only two or a little more, is capable of tremendous achievements simply through his unconscious power of absorption, though he is himself still immobile. After the age of three he is able to acquire a great number of concepts through his own efforts in exploring his surroundings. In this period he lays hold of things through his own activity and assimilates them into his mind.
~ Dr. Maria Montessori, The Discovery of the Child