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Cosmic Stories and Key Lessons in the Elementary Class

There are five Cosmic  Stories.  They are given in dramatic, impressionistic story form, personification of the elements to portray a sense of mystery, to have a psychic function which arouses awe, admiration and interest.  They can be given to the whole class, depending on the particular group, it is a good idea to inform the

Cosmic Education

What is ‘Cosmic Education’? Montessori’s particular view of the child’s needs and tendencies inform ‘Cosmic Education’, as she had a particular view of life, nature, human nature and the cosmos. She planned education as an ‘aid to development’, enabling children to adapt to their physical and social environment. Adaption is explained in AMI Communications 1978

The Coming of Life – Second Cosmic Story

Setting the Scene; Do you remember that we said that a very, very long time ago there was absolutely nothing at all, just immense chaos and darkness, and then, into this measureless void of cold and darkness a vast, fiery cloud which included all the stars came into being. The whole universe was in that

What is Montessori Education?

The classroom Montessori’s outlook was inspired by a deep respect for all aspects of life and creation, she had a holistic philosophy and was interested in the unity of the personality and the universe.  She saw Education as fundamental in the formation of humans during all four planes, as a means for the personality to

Sciences

The World of Plants (Botany) and The World of Animals (Biology and Chemistry) A plant is a living organism manufacturing its own food (autotrophic) while animals require carbon to be fixed by plants which they digest (heterotrophs). Traditionally plants are divided into ground cover or non flowering plants and seed producing and flowering plants. The

The Imagination

In the first plane the child’s mind absorbs directly from the environment, between 0-3 the child takes in information unconsciously.  Between 3 -6 years she  begins to direct her conscious observation, deliberatly  gathering information from her immediate environment through sensorial impressions and by interacting physically with it.  Doing so she explores her physical environment and

Moral Development

In the ‘Advanced Montessori Method Vol. I’ p.258 (Clio), Montessori states, the essence of moral education is given in the loving environment, no-one can teach it, to perceive the difference and know it are not the same thing.  She says that while preparation in the first plane key is vital, in the second plane the

Introduction to Arithmetics

Montessori believed that Humans have Mathematical Minds (from Pascal) and that Human Minds engage in Mathematical Activities almost as an instinctual drive, as a characteristic of our species which gives us a predisposition towards mathematical thought knowledge and progress comes from accurate observation…the warp into which all of the riches of perception and imagination is

Introduction to History

History is the account of the gradual dawning of human consciousness, it is mainly unknown to us, taking place in pre-history. On a cosmic level it is the history of all the living and non-living aspects of our world, and at a personal level we have the ability to reflect on our experiences, our understandings

Introduction to Geography

For  Montessori the focus in Geography  is on the interconnectedness of human beings and life.  In the second plane Geography is approached by presenting the whole universe, and in doing so inflaming the imagination and answering the questions of the reasoning mind.  Wonder and curiosity are encouraged in response to creation, the forces of creation

The Story of Communication through Signs

Setting the Scene; Remember how we talked about the creation of the Earth?  And how the plants came, and frog with it’s voice, and the insects, the animals and at last, when the Earth was ready for them the Humans came.  Then we had another story about the Coming of Humans, the story of the

The Story of Geometry

Material Description: No material is needed Method: ‘This is really a story about how geometry got it’s name.  We know from studies about the Egyptians that their lives centred around a very important river, the River Nile.  Egypt has been called the ‘gift of the Nile’ and ‘the Mother of Geometry’.  Century after century, year

Story of the God With No Hands

The Story of Creation – the first Great Story Just like now, people in the past used to wonder where things came from.  They would be sitting outside, listening to all the sounds, the calling of the birds, the crashing of the waves, the whisper of the wind through the grass and they would wonder where

The Leaf

Material Description: Chart B Method: This usually begins the work with the plant, it is an interesting beginning because this part of the plant makes the food.  You may begin by looking at plants and talking about it and it’s needs.  At the 6-9 level we focus on the sun as the sole source of

The Hand Time-Line

Setting the Scene; Do you remember how Humans came when everything was ready for them? What did they need?…yes, air, food, materials, water etc When they came what special gifts did they have?…. Yes, heart to love, brain to think and imagine and hands to work)  Story Involve the children as you tell the story,

The Flower

Story of the function of the flower Material Description: No material is shown here Method: Give an impressionistic story. Say, ‘When the flowers are out on the plant it is a very special time, it is a time of festivity, like people at a Christmas Market, calling out to those passing by, ‘Come, come, I

Grammar and Syntax Introduction

Why do we teach the elementary child about grammar? The aim is to enrich the child’s language, develop the art of communication and stimulate their interest.  This meets the child’s needs during this sensitive period for socialisation. It helps the child become conscious of aspects of the language they already know, especially the order, structure

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