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PLYMOUTH-CANTON MONTESSORI SCHOOL News & Notes March–APRIL 2017 Toddler program begins this fall reat news for parents of children aged skills, social competence, and much more. G18 months to 3 years: PCMS will be Our carefully prepared Toddler classroom introducing our Montessori Toddler pro- will be tailored to the children’s developmen- gram in September! tal needs. Low shelves, chairs, tables, and As a child transitioning between baby- coat hooks will allow toddlers to gain mas- hood and the preschool years, a toddler has tery over the environment. The room will be unique needs and abilities—which can be deliberately kept simple to prevent sensory well met by our Montessori Toddler envi- overload, and consistent routines will pro- ronment and the specially trained adults vide a predictable structure from which to within it. explore. Snacks, lunch, and nap, if applica- Our Toddler program is designed to pro- ble, will be part of the daily plan. vide a secure, caring, nurturing environment Watch for more information about the that allows each child to progress at his or her program, including class times, enrollment own pace. The children will experience a information, and tours of our new Toddler wide range of activities that foster the devel- classroom. We can’t wait to welcome our first Properly outfitted with safety goggles, opment of language, large and small motor group of Montessori toddlers this fall! Manya S. hones her fine motor skills by working with plastic workshop tools such as a screwdriver and drill. A rich learning environment t’s re-enrollment time, and we encourage for learning, which Dr. Montessori called Iparents to submit their children’s applica- “the absorbent mind.” The young child tions soon. Choosing a PCMS Montessori retains this ability to learn by absorbing education will not only affect your child’s until he or she is almost 7 years old. learning in these early years, but will also During these early years, children undergo maximize his or her ability in future learn- extremely rapid growth of intelligence. By ing situations. The Mon tessori curriculum giving your child the opportunity to com- has a dual purpose: the immediate aim of plete the Montessori cycle of education, you giving specific information to the child, and are allowing that growth to be influenced by the long-range goal of giving children tools a rich, developmental environment. for lifelong learning. In other words, Montessori education Spend time at PCMS teaches children how to learn instead of just Parent-teacher conferences begin in March, what to learn. but we hope you’ll visit at other times too. Dr. Maria Montessori always emphasized PCMS offers parents many opportunities to that the “hand is the chief teacher of the take part in the exciting learning experiences child.” There must be concentration in here at school. For instance, you are always order to learn, and the best way a child can welcome to attend our in-house presenta- concentrate is by fixing his attention on a tions. We invited the Ann Arbor Symphony task he is performing with his hands. The Orchestra here in early March to present the use of the materials in our classrooms is “Instrument Petting Zoo,” an interactive Accredited by the National Association based on the young child’s unique aptitude continued on page 4 for the Education of Young Children FROM THE HEAD OF SCHOOL Montessori: A wise investment arents choose a Montessori teacher’s approach to the children manage their time, and work Peducation for their children is fundamentally different from well with others. They exchange for a variety of reasons (all of that of a traditional educator. The ideas and discuss work freely. them good!). I am never sure, table below compares the two. These positive communication Encour aged to however, how much they under- A Montessori program is skills build the foundation for stand about the philosophy. based on self-directed, noncom- negotiating new settings. make decisions Montessori education is a com- petitive, and cooperative activi- After comparing the Montes- prehensive program that embraces ties that help a child develop a sori and traditional approaches at an early age, the whole child—essentially, it is strong self-image, high levels of to education, I’m sure you’ll a way of life based on respect for academic and social competence, agree that choosing Montessori Montessori-educated each child’s individual qualities. It and the confidence to face chal- is a wise investment in your is unique in that there is a well- lenges with optimism. Encour- child’s future. children are defined philosophy, a set of mate- aged to make decisions at an rials that support the philosophy, early age, Montessori-educated problem solvers and teachers with specialized children are problem solvers who training in both. A Montessori can make appropriate choices, who can make appropriate choices, Comparing Montessori with traditional education manage their time, Montessori Traditional Views the child holistically, valuing Views the child in terms of competence, and work well cognitive, psychological, social, and skill level, and achievement with an spiritual development. emphasis on core curricula standards with others. and social development. Child is an active participant in learning, Child is a more passive participant in learning; allowed to move about and respectfully teacher has a more dominant, central role in explore the classroom environment; teacher classroom activity. is an instructional facilitator and guide. A carefully prepared learning environment Teacher acts as a primary enforcer of external and method encourage development of discipline promoting extrinsic motivation. internal self-discipline and intrinsic motivation. Instruction, both individual and group, Instruction, both individual and group, adapts to students’ learning styles and adapts to core curricula benchmarks. developmental levels. Three-year span of age grouping and Same-age and/or skill level grouping; one-year three-year cycles allow teacher, students, cycles can limit development of strong and parents to develop supportive, teacher, student, and parent collaboration. collaborative, and trusting relationships. Grace, courtesy, and conflict resolution Conflict resolution is usually taught separately are integral parts of daily Montessori from daily classroom activity. peace curriculum. 2 News & Notes / March–April 2017 www.pcmontessori.org Comparing Montessori with traditional education (continued) Montessori Traditional Values concentration and depth of Values completion of assignments; time is experience; supplies uninterrupted time tightly scheduled. While the goal for focused work cycle to develop. of a traditional Child’s learning pace is internally determined. Instructional pace usually set by education is core-curricula standards expectations, group norm, or teacher. to master core Child is allowed to spot own errors through Work is usually corrected by the teacher; curricula objectives, feedback from the materials; errors are viewed errors are viewed as mistakes. as part of the learning process. a Montessori Learning is reinforced internally through Learning is reinforced externally by test scores education aims the child’s own repetition of an activity and and rewards competition and grades. internal feelings of success. to foster a love Care of self and environment are emphasized Less emphasis on self-care, spatial awareness, of learning. as integral to the learning process. and care of environment. Child can work where he or she is comfortable, Child is usually assigned a specific work space; and often has choices between working alone talking among peers is discouraged. or with a group that is highly collaborative among older students. Multi-disciplinary, interwoven curriculum. Curriculum areas usually taught as separate topics. Child learns to share leadership; egalitarian Hierarchical classroom structure is more interaction is encouraged. prominent. Progress is reported through multiple formats: Progress is usually reported through confer- conferences, narrative reports, checklists, and ences, report cards/grades, and test scores. portfolio of student’s work. Children are encouraged to teach, collaborate, Most teaching is done by the teacher, and help each other. and collaboration is an alternative teaching strategy. Child is provided opportunities to choose his Curricula organized and structured for child or her own work from interests and abilities; based on the curricula standards. concepts are taught within context of interest. Goal is to foster a love of learning. Goal is to master core curricula objectives. Information provided by the American Montessori Society. www.pcmontessori.org News & Notes / March–April 2017 3 A rich learning environment continued from page 1 program that offers the children hands-on fun with lies are invited—please ask a friend or neighbor to musical instruments. accompany you. Your guests will be amazed to see Our very popular Art Day, a Saturday morning the rich learning environment and scope of mate- dedicated to fun art projects for students and their rial in our Montessori classrooms. parents, was scheduled for March 11. This event always draws a crowd to PCMS. Comfort and safety alerts We will be hosting an all-school Book Fair, pre- We will be looking for signs of spring as the sented by Usborne Books, March 21–23. We wrap warmer weather approaches. We believe it is very up the month with our Spring Celebration on Fri- important for the children to go outside daily, and day, March 31, leading into spring break (Monday, we advise parents to dress their children in com- April 3 through Friday, April 7). fortable playground wear. Layered clothing is best Shortly after we return to school in April, because the temperature varies from early morn- Huron-Clinton Metroparks will be here to present ing to late afternoon. “We’re Fond of Ponds” to all students. The pro- Increased outdoor time means more children gram is set for Wednesday, April 12. crossing the driveway to get to the playground. We celebrate our grandparents by inviting them Please do not park along the walk adjoining the or a special friend to visit on Thursday, April 20.

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