“My vision of the future is
of
the
individual
passing from one stage of independence to a higher, by means of their
own
activity,
through their own effort of will, which constitutes the inner evolution of the individual.”
Forestville Montessori SchooL
Dr. Maria Montessori
FORESTVILLE MONTESSORI SCHOOL Phone: 02 9452 2044 Fax: 02 9975 3679 P.O. Box 55, Forestville NSW 2087 1 Angel Place, Forestville NSW 2087
[email protected] www.forestvillemontessori.nsw.edu.au
F ore s t v ille M onte s s ori Sc h ool i s operated b y T h e P enin s ula M onte s s ori A s s ociation L imited. A . B . N . 7 7 0 0 2 0 5 7 0 2 5
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“Education depends upon a belief in the power of the child and on a certainty that the child has within himself the capacity to develop into a being that is far superior to us. He “Education is a natural process spontaneously carried out by the human individual and is acquired not by listening to words but by experiences upon the environment.” Dr. Maria Montessori
will not only be capable of a better way of living but will be the only person who can show us these.” Dr. Maria Montessori
Welcome To Forestville Montessori School
Forestville Montessori School’s aim is to provide an environment where children have the opportunity to experience the benefits of a Montessori education. Montessori education is unique, based on the discoveries and insights of Dr. Maria Montessori who observed natural child development and designed and implemented an educational method devoted to the individual needs of the child. Our Montessori Mission is to provide a special environment where children are able to continue the natural process of their growth and development. Dr. Maria Montessori discovered that the needs and characteristics of children at various stages of their development are the keys to establishing the environment within which the child can learn best, at his or her own pace. We believe that the child has a natural curiosity and love for knowledge. It is through the child’s own explorations and discoveries, imagination and creativity that knowledge and concepts are understood and internalised. The Montessori method and materials help to develop within the child the qualities of freedom with inner control to pursue and fulfil the need to educate themselves. The child has the opportunity to develop qualities of self-esteem, self-reliance, self-direction, selfdiscipline, and independence and to build the habit of concentration, research and orderly work patterns. The Montessori method also fosters a social awareness and responsibility in children. The three-year cycle, the integration of children from many cultural backgrounds and special needs children offer a microcosm of society within which children have the opportunity to develop skills essential for interacting in the wider community. This environment promotes individuality, independence, interdependence, awareness of and consideration for the needs of other human beings, which leads to an appreciation of life. Montessori is a system of learning, which is child-centred, teacherfacilitated and suitable across all socio-economic and cultural boundaries. The needs of the child are paramount; we support Montessori’s maxim “Follow the Child.” Please join us for a school tour, observation in a classroom and parent information evenings to learn more about a Montessori education for your child. We warmly welcome you to our school community.
Frances G. Reed CEO/Principal
The School Forestville Montessori School is a professionally operated, co-educational and non-denominational school established in 1980 by The Peninsula Montessori Association Ltd. The program follows the development of the child according to the Philosophy and Methodology of Dr. Maria Montessori, differing significantly from traditional methods. The CEO/Principal is the manager of the school and the educational leader, responsible for the development of the school’s educational programs, hiring and supervision of staff, and development of school policies and procedures. The Board of directors is responsible for the financial management of the company. The school is licensed by the Department of Education & Communities (DEC), ACECQA and registered/accredited by the Board of Studies. FMS provides a full Montessori Education for children from the age of 3 months through Primary School. The School is comprised of theinfant (NIDO) & parent/child community (3 months - 3 year old group), toddler community (2-3 year old group), pre school (3-6 year old group) and primary school (6-9 & 9-12 year old group). Completion of the three-year pre-school program at Forestville or another recognised Montessori pre-school is normally a prerequisite for entry into the primary program. The School operates five days a week, four terms per year. During the first two years in the 3 – 6 group children attend a half-day program, five days per week with the option of staying all day. In the third year of the 3 – 6 program and throughout the primary program students attend a full day. A before and after school care program for pre-school and primary children is available from 7:30am to 6:00pm at an additional cost on the days that school is in session.
“Our aim is not merely to make the child understand, and still less to force him to memorise, but to touch his imagination as to enthuse him to his innermost core.” Dr. Maria Montessori
History Of Montessori
Maria Montessori was truly a remarkable woman who was ahead of her time. She became well known for her advocacy of social reform through the education of children. She was born in Chiaravalle, Italy in 1870. She became the first female doctor in Italy when she graduated from medical school in 1896. Her clinical observations in her medical practice led her to analyse how children learn, how they construct themselves from what is in their environment. When Dr. Montessori became a director of a school for intellectually challenged children, she became interested in the work of Itard and Seguin. She was able to achieve remarkable results and these children competed successfully in public examinations. Dr. Montessori began to wonder what was possible to achieve using these methods with all children. In 1906 Dr. Montessori accepted the challenge to work with sixty children of working parents in the San Lorenzo district of Rome. There she founded the first Casa dei Bambini or Children’s House. The Montessori method of education developed there, based upon Montessori’s scientific observations of the children’s effortless ability to absorb knowledge from their environment, as well as their sustained interest in manipulating developmental materials. Her method was developed based upon what she observed children did, naturally, themselves, unassisted by adults. Children taught themselves.
This simple but profound truth formed the cornerstone of Montessori’s life-long pursuit of educational reform, a reform that was built upon the child’s self-creating process. She realised that children have a natural love of learning and that education is an ‘aid to life’ and must be provided in a secure and harmonious environment. Today there are Montessori schools all around the world both in the private and pubic sectors and Maria Montessori’s work continues to grow, serving the needs of children in many countries. HISTORY OF FORESTVILLE MONTESSORI SCHOOL In 1980 Forestville Montessori School was established as a preprimary and primary Montessori school following the philosophy, methods and discoveries of Dr. Maria Montessori. Today FMS provides a full Montessori education for children aged 3 months through primary school in a child centred, respectful environment emphasising the individuality of the child and fostering independence in learning. The school is licensed by the Department of Education and Communities (DEC) and registered/accredited by The Board of Studies, meeting all guidelines and standards.
The Method
FMS Staff
Unlike other educational philosophers Dr. Maria Montessori developed an educational method to implement her philosophy. Her genius in scientific observation of children is an important reason for the enduring and widespread impact of her work.
The staff of Forestville Montessori School are professional educators. All teaching staff hold postgraduate qualifications in Montessori education; many with higher post graduate qualifications. The staff is an education team with both the experience and the theoretical basis to facilitate the optimum functioning of the Montessori environment and the performance of each child.
The two key components of the Montessori method are the prepared environment and the trained educator who prepares the environment as a nurturing place for the child, designed to meet the needs of self-construction. Montessori education is unique in that it is child-oriented, teacher-facilitated and allows the educator to treat each child as a unique individual. The child’s needs in different stages of development are paramount and are met through a carefully prepared and ordered environment. These needs are based on what Montessori calls ‘Sensitive Periods’, periods where children are naturally absorbed and acutely interested in certain aspects of their environment. Montessori designed classrooms with particular concrete materials that respond to these sensitive periods by sparking the child’s interests and enabling them to learn effortlessly. The Montessori method gives children the opportunity to develop responsibility, and respect for themselves and others through work in the prepared environment, leading to positive self-esteem and independence. The child develops a love of learning as he builds skills in concentration, organisation and cooperation while working at his own individual pace and pursuing their own interests.
FMS Staff have long been involved in attending, as well as organising professional development programs. This ensures that staff are able to refresh their own professional expertise, and accommodate a changing dynamic educational environment. The school has made itself available to Montessori teacher education students for observation and practice teaching during their training. We also welcome and accommodate other teacher trainees with an interest in Montessori education. Montessori teachers are referred to as “directors” as they see their educational role as leading a child through a journey of selfdiscovery and facilitating the child’s own learning rather than merely delivering a compartmentalized didactic curriculum.
Montessori children, in the Montessori environment, have a keen sense of social awareness and justice and have the opportunity to develop values and consideration for others through working together cooperatively. All Montessori classes are based on a three-year cycle. There are children of three age levels in each classroom - 0 – 3, 3 – 6, 6 – 9, and 9 – 12 year olds. Montessori philosophy is based on the growth of the child at his own pace and developmental level. To facilitate this there must be a wide variety of Montessori developmental materials at appropriate levels to suit the needs of all children. The children are grouped with others of similar needs in each curricular area, working with older or younger children as appropriate. The older children have the opportunity to become role models and teachers for the younger children reinforcing what they have learned themselves. The younger children learn from observing and working with the older children. The social structure of the class is like a microcosm of society, different ages of children working together in harmony. The third year of the cycle allows each child to maximise their individual potential by synthesizing and expanding upon the concepts they have learned as well as having an opportunity to develop their leaderships ability. It is essential for every child to complete the Montessori 3-year cycle.
“The child has unlimited possibilities and can well be the transformer of humanity. The child brings us a great hope and new vision.” Dr. Maria Montessori
Infant (NIDO) & Parent/Child Community
Maria Montessori started the first course for the Assistants to Infancy with Adele Costa Gnocchi in 1947 in Rome. She devoted her energies to developing an understanding of the unborn child to the 3 year old after she developed the 3 – 6 and 6 – 12 year old programs. Maria Montessori’s philosophy is based on the scientific observation of the child at various stages of development: infancy, childhood, adolescence and maturity. The three key terms in the Montessori pedagogy for the 0 – 6 year old child are: the Absorbent Mind, Sensitive Periods and the Prepared Environment. THE ABSORBENT MIND The child from 0 – 3 years possesses a very specific kind of mind by which they unconsciously and effortlessly absorb all that is in the environment. The Absorbent Mind is transitory and is only present in infancy. The purpose of the Absorbent Mind and the Sensitive Periods is to facilitate the child’s adaptation to the culture and environment into which they are born. SENSITIVE PERIODS The sensitive periods refer to periods of time when the child has a special sensibility and receptiveness for acquiring a particular trait. The sensitive periods for the 0 – 3 child are: • Language • Movement • Order THE PREPARED ENVIRONMENT The Montessori teacher combines their knowledge of human development with knowledge of the specific child and prepares a room made especially for the 0 – 3 child – an environment that is ordered, engaging, challenging and fulfilling for each child. CHARACTERISTICS AND NEEDS OF 0 - 3 YEAR-OLD CHILD The child at this stage of development is learning to adapt to their world. To assist them in their own self-construction and adaptation, the 0 – 3 classes offer:
THE PURPOSE OF THE FMS INFANT (NIDO)/ PARENTING PROGRAM For parents to spend time in a prepared environment with the opportunity to observe not only what interests their child but also what challenges them. It offers parents the opportunity to think about ways they can further aid their child in the development of independence. The Infant (NIDO)/parenting program is offered to provide an opportunity for parents, without the interruptions and pressures normal in everyday life, to watch and assist their infant to develop. In this specially prepared environment parents can discuss their concerns and experienced teachers will answer any questions. The infant will experience an environment that meets his/her developmental needs for movement, language & order. This program assists the parents in understanding the Montessori approach to child development and education. SESSIONS Infant (NIDO)/parenting program sessions are for infants 3 months to 18 months or when ready to join the Parent/Child Program. Sessions are held weekly. THE PURPOSE OF THE FMS PARENT & CHILD PROGRAM The parent & child program aims to provide the child with an environment, which is enticing and interesting as well as an environment that helps the child to develop their own independence. As with the NIDO program the parent has the opportunity to observe how their child engages in the prepared environment. The environment created is based on the child’s need for order, movement and language. Through the activities below the child is able to develop and their needs are met: • Practical life • Fine and gross motor co-ordination activities
• Freedom of movement
• Language
• An environment rich in language
• Music and Art
• An inviting, sensorially pleasing classroom • Respect for the child in facilitating their independence • Order and consistency to make the child feel at home and secure
These activities provide for: • Repetition • Refinement of movement • Development of concentration • Development of the will by giving choices • Independence PARENT INFORMATION AND EDUCATION Parent education is a very important part of the program and is facilitated through observations and parent information evenings. SESSIONS Parent & Child Community sessions for children 18 months to 3 years and their parents or care-givers are held weekly each term.
Toddler Community (2 - 3 Years)
The Toddler Community is a 3 day program that instils the value of community life. Each child is followed individually but also encouraged to join in with group activities such as gardening, singing, dancing and eating. This program is offered either as a morning only program or as a full day program. At the age of two, a child is taking huge steps in the development of movement, language, independence, emotional growth and socialisation. Following the Montessori philosophy, we offer an emotionally predictable and stable environment based on order. We call it a community as spending time together as a regular group creates a sense of belonging as our children come together each day forming bonds with each other and learning to co-exist in a group setting. Our environment is organised into five areas; practical life, language, fine-motor activities (which we call manipulatives), self-expression and gross motor. Our practical life curriculum is divided into four areas; care of self, care of environment, grace and courtesy and food preparation. It comprises activities such as hand washing, cloth washing, flower arranging and baking bread. Food preparation is an important aspect of the morning with children baking bread and washing, slicing and serving of fruit and vegetables. Practical life is a theme that runs through the morning as children set the table and clean up after themselves. All of the activities are designed to aid each child develop independence at their own pace. Our range of manipulatives offers a challenge for all levels in this age range. Progress is closely monitored so that another level of challenge can be introduced when a child is ready. Examples of our manipulatives include drop boxes, beads, cutting and puzzles. Self- expression activities include music, dance, drawing and painting as well as seasonal and cultural experiences such as leaf exploration in Autumn, story-telling and singing songs in the children’s home languages. Our language curriculum is extensive as this is the age at which a child effortlessly absorbs language. We offer lessons focussing on introducing a wide vocabulary as well as general discussion and using language as an expressive and communicative tool. We have a large range of books and read to small groups throughout the morning. Gross motor activities mostly take place outside but there are also opportunities inside as the children carry chairs and buckets full of water during practical life activities. Our environment is designed to offer the maximum amount of freedom of movement while focussed on purposeful work. This program sets the foundation and prepares the child for the Pre-Primary Program (3-6 Years).
Pre-Primary Program (3 - 6 Years)
Dr. Maria Montessori calls the period in the child’s life from birth to 6 years ‘the Absorbent Mind’. During this time the child absorbs everything in the environment around them in a specific and detailed way. The child has a love of order and seeks out activities designed to help them build orderliness and sequencing skills, leading to security within their environment. Maria Montessori recognised that the 3 – 6 child has particular developmental needs or ‘sensitive periods’ for: Movement – which is the way we relate to and get in touch with the environment. It is through movement that the child organises himself internally to gain physical independence and acquires the elements to build his own personality. These early experiences are the cognitive base for the child’s future development. Order – which makes it possible to have sequence of thought and action. It is through order that the child can classify and organise his perceptions of the environment. Learning external order develops internal order. Language – the ‘explosion’ into oral and written language helps the child build communication and socialisation skills and forms the basis for reading.
These special sensitivities within which learning becomes energetic and effortless are developed through the prepared environment, which includes: PRACTICAL LIFE Through repetition of the practical life exercises the child perfects gross and fine motor skills, concentration, and develops order. These activities help the child learn to care for themselves and others leading to responsibility, self respect, respect for others and for the environment. LANGUAGE The Montessori concrete language materials help the child develop verbal skills, pre-reading, reading, writing and literacy skills by enriching the language they have absorbed and building more complex language through their own discoveries and experiences. SENSORIAL The sensorial area of the classroom appeals to the child’s five senses, stimulating them to explore the environment using their senses to develop discrimination, order, refinement of movement and concentration. These materials allow for repetition and control of error. Sensorial materials form the basis for mathematics, language, and the arts. MATHEMATICS Montessori concrete mathematics materials assist the child in discovering and understanding mathematical and geometric concepts, forming a strong foundation and preparation for abstraction, higher mathematical skills, problem solving and reasoning. CULTURAL SUBJECTS Children enjoy activities in biology, history, geography, science, art, music and drama to broaden their understanding of the world around them. Cultural diversity is present within every classroom and promotes appreciation and acceptance of all cultures.
Primary Program (6 - 12 Years)
Education between the ages of 6-12 is not a direct continuation of the 3-6 program because the child begins to change psychologically. The 6-12 child develops a reasoning mind and the activities in the Montessori primary classroom fully support these new characteristics. The child's mind is now a fertile field for the development of intellect and mental independence. What the child learns through his or her own reasoning powers is remembered for life. The primary child is uniquely characterised by: • A reasoning mind • Imagination • Intellectual curiosity • A sense of justice • Identification with a group These new sensitivities evolve within the child, based on development already achieved and guide the child to a wider and more abstract plane of activity. Having established a familiarity with their immediate environment the child grows curious about its structures. The child is interested in organising and classifying information. The primary child is suddenly interested in discovering and understanding the world, its functions and influences on the behaviour of humanity and is keen to contribute to the world. The child is in love with ideas and becomes a philosopher. The Montessori environment supports these developmental needs by allowing the children to research, collaborate and discover solutions for themselves in a dynamic classroom. The teacherfacilitators are available for guidance and promote the child’s independence by facilitating the discovery process. They spark the child’s imagination by giving concrete, dynamic presentations and the children have the opportunity to pursue their interests in all curricular areas. The primary child becomes very idealistic and begins the process of understanding justice and developing consideration and compassion for others.
Peer relations become important because the child is developing a sense of community. Groups of children venture out into the wider world to follow particular interests and broaden their experiences. The world becomes their classroom to pursue an integrated curriculum that Dr. Maria Montessori termed ‘Cosmic Education’, a foundation for the study of curricular areas all of which are interconnected in life: • Language
• Physics
• Mathematics
• Philosophy
• Geometry
• Foreign Language
• Biology
• Art
• Geography
• Music
• History
• Drama
• Science and Technology
• Physical Education and Health
• Geology • Chemistry
Through the exploration of these interrelated disciplines the children feel a great sense of the contributions and capabilities of all humankind, including themselves, and eagerly fulfil their own intellectual curiosity.
Distinctive Characteristics Of The Montessori Classroom
• The classroom is a carefully prepared and ordered environment to meet the developmental needs of each child. • Children work in mixed age groups in the prepared environment. The age groups are generally 3 months – 3 years, 3 – 6 years, 6 – 9 years, and 9 – 12 years, • Children work at their own pace in a child-centred, director-facilitated environment. • Children work both individually and cooperatively to develop social responsibility and communication skills. • Children choose their own work independently from the presentations they have received. • Children begin with concrete materials and move to abstraction when they understand the concept. • A three-hour work cycle gives the children an opportunity to build concentration. • Transition from one stage to another is predicated upon the child’s readiness rather than chronological age. • Discipline in the classroom is a balance between freedom and responsibility to develop the whole child. • The classroom is a secure, relaxed and happy place for children to learn. • The atmosphere in the class is non-competitive with natural consequences instead of rewards and punishments. • Teachers are called ‘directors’ because they guide and facilitate children’s learning and experiences giving them the freedom to be independent. • The director’s role is to observe the child and offer presentations which follow the child’s interests and developmental needs. • Regular contact and communication between parents and directors contributes to the whole development of the child.
Forestville Montessori School – At a Glance
THE SCHOOL
SCHOOL SUPPORT
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Forestville Infant, Pre and Primary Campus (0 – 12 yrs) Independent Education Non-denominational Co-educational Licensed by DEC Registered/Accredited by the Board of Studies Qualified, professional, dedicated staff
Before & After School Care (OSHC) Parent Information Evenings Parent Conferences Parent Resource Library Sibling Discounts Scholarships/Bursaries School Tours/Open day Social Events Fundraising Auction Observations in classes
THE APPROACH – Child centred – Teacher facilitated – Co-operative Learning – Three-year cycles – Three-hour work cycle – Independent Learning – Respect for the Child – Individual programs – Love of Learning – Develop the whole child – Leadership and independent learning – Conflict Resolution – Spark the imagination of the child
CO-CURRICULAR ACTIVITIES – Art and Craft – Calligraphy – Community Service – Computer Education – Cooking – Drama – Excursions – Languages – Music – Presentation Evenings – School Performances – Social Events – Weekly Sports – 9-12 year old camp
AFFILIATIONS AND ORGANISATIONS – Association Montessori Internationale (AMI) – Association of Independent Schools (AIS) – Montessori Australia Foundation (MAF) – Australian Centre of Montessori Studies (ACMS) – Department of Education Communities (DEC) – Board of Studies Teaching & Educational Standards NSW (BOSTES) – Australian Children’s Education & Care Quality Authority (ACECQA)
“Education depends upon a belief in the power of the child and on a certainty that the child has within himself the capacity to develop into a being that is far superior to us. He “Education is a natural process spontaneously carried out by the human individual and is acquired not by listening to words but by experiences upon the environment.” Dr. Maria Montessori
will not only be capable of a better way of living but will be the only person who can show us these.” Dr. Maria Montessori
“My vision of the future is
of
the
individual
passing from one stage of independence to a higher, by means of their
own
activity,
through their own effort of will, which constitutes the inner evolution of the individual.”
Forestville Montessori SchooL
Dr. Maria Montessori
FORESTVILLE MONTESSORI SCHOOL Phone: 02 9452 2044 Fax: 02 9975 3679 P.O. Box 55, Forestville NSW 2087 1 Angel Place, Forestville NSW 2087
[email protected] www.forestvillemontessori.nsw.edu.au
F ore s t v ille M onte s s ori Sc h ool i s operated b y T h e P enin s ula M onte s s ori A s s ociation L imited. A . B . N . 7 7 0 0 2 0 5 7 0 2 5
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