elementary 6-12
introduction
Maria Montessori observed that around age 6 children experience a great transformation. During this phase new potentialities emerge: imagination, abstraction, and reasoning. Learning is driven by a desire to understand the world and the child’s place in it. They increasingly ask “Why?” and “How?” as their interests surpass their immediate world. During these years they can do enormous amounts of academic work: this age group is characterized by ambition and industriousness.
To direct this drive and respond to the child’s need to understand their universe, Maria Montessori and her son Mario developed, over the span of 40 years, an integrated Elementary curriculum. In it, subject areas such as math, language and physical sciences are examined individually, and in relation with each other. This interdisciplinary approach responds to the child’s desire to understand the ‘big picture’, while leaving room for creative exploration of topics of interest.
they increasingly ask “why?” and “how?”
Children this age are playful, so stories are a great way to share information and spark curiosity. The Elementary curriculum is structured around five stories: the creation of the universe, life on Earth, the coming of human beings, communication with signs, and the story of our numerals.
Each story is a jumping off point for each major academic subject, yet deliberately incomplete. They are intended to ignite the imagination and plant the seeds of interest for investigation into larger subjects.
In this sense, the role of the Guide is to nurture these seeds and continually sow new ones. Materials in the Elementary curriculum are deliberately impressionistic and open-ended allowing the child to explore. The other pillars of the learning process are daily formal lessons, which are supplemented with spontaneous lessons to respond to a need or interest that may arise.
¨going out¨ is an important part of elementary
Children also learn that they need to leave the classroom and school to find the answers they seek, so ‘going out’ is an important part of Elementary. For these self-organized field trips small groups of children research where to go, when, how to get there, what to take, and who will accompany them. The fact that they organize these outings themselves adds meaning to the experience. It also helps them feel part of a larger community, thus discovering their society and their place in it.
As in the Children’s House, students continue to pursue their interests at their own pace: without textbooks or time blocks for each subject. Freedom from these restrictions helps children engage in ‘real learning’ (i.e., learning from interest), and acquire valuable life skills: time management and responsibility for themselves and their work.
as children develop more responsibility…
As children become more responsible they keep track of their work and objectives. With the help of their Guide they evaluate their own strengths and weaknesses and learn to set goals. We believe that children should do their work during school hours, leaving after school hours for other activities and free time. However, we do ask that children read aloud with their parents at home and in some cases the Guides will direct you if your child needs to reinforce at home something that they are currently working on.
As an American school, the primary language of instruction is English. The children in Elementary also receive lessons in Spanish language, culture and history. As we see the importance of students being competent writers and speakers in both languages, by the end of the 6-year Elementary cycle students will be on the path to becoming fully bilingual and bi-literate in English and Spanish.
a day in elementary...
The Elementary children come to school between 8:30 and 8:45. Consistent with the routines established in the Children’s House, they change into inside shoes and head into their classroom to start their day. Like adults when we arrive in an office, individual personalities shape what this process looks like each day. Some children will have a need to chat with a friend or two before getting into their day. Others will have something in mind that they want to get started working on, while some will have established a routine to start their morning, i.e., write in my work journal, do some spelling practice, work on math problems.
the work cycle
Everyday from 8:30 to 11:30 the children have uninterrupted time for ongoing work and lessons. Since the day is not divided into shorter blocks of time for specific subjects the Guides must work closely with each child to help set objectives and organize time. When the child is new to elementary they receive more support with time management and as they show they are ready, they are given more autonomy in structuring their days. The children are not only responsible for their time, but also for organizing their work.
Elementary aged children have blossoming social needs which means there is frequently a lively buzz heard in the classroom. Children work directly with their peers or they may sit at the same table doing work independently. Lessons are given in small groups, some offering more technical skills like doing long division or using a dictionary, while others are intentionally open-ended as the Guides are planting seeds that will capture the children’s curiosity and imagination. Individual research and group projects figure prominently during the program and again the Guides are there to show the many skills that need to be mastered in order to successfully complete an individual or group research project.
community life
At the end of the morning work cycle, there is a group meeting which can be used for various purposes: for example, to discuss a problem, to present projects to peers, to receive a special full group lesson, to hear a story read aloud, or to plan for a special event. In Elementary, when there is a problem with one child, or a group of children, it is the responsibility of the whole community to find a solution. When faced with these challenges it is remarkable to observe the children’s resourcefulness and compassion in making a plan to address the issue.
All elementary children go to the neighborhood square or play out in the patio for 45 minutes. There are both organized games and free play. When they come inside, they prepare for lunch, which is served in the classroom. During lunch the children are responsible for setting the table, serving the food, cleaning up and helping each other remember common courtesies that make the meal more pleasant for all.
in the afternoon...
Once lunch is over, the children begin their afternoon work cycle. From 1:15 p.m. to 3:15 p.m., they can continue with a project, tend to the garden, or take part in a writing workshop. They head to the Children’s House to read aloud or play an instrument for the younger ones. At 3:00 p.m., they end their school day by knitting, embroidering, or doing another craft while listening to a story read aloud by one of the Guides. Pickup time is at 3:15 p.m.
Once a week, after the morning work cycle, the children go to the municipal sports center on Pradillo Street, where they have Physical Education with certified instructors. Afterwards, they are picked up at school at 3:15 p.m. On another day, they spend the afternoon at Berlin Park, playing outdoor games they organize themselves.