Notation with the Bells

Material Description: The bells A green board with the five lines (the Stave) A board to write on marked with five parallel lines Cut out G-Clef which corresponds to the green board Nomenclature cards with a picture, label and control with picture and name of the notes, Stave and G-Clef. Prerequisite: The children must know

The Bells

Sensorial Exploration of the Bells These are two sets of identical bells showing the Major scale of C. The compromise a set of eight bells on white stands, mirrored by eight bells on brown stands. These are ideally left out on a bells cabinet on a keyboard base. The white bells to kept at the

Powers of Numbers

Powers, using a base of 2 Material Description: Box for Powers with a base of two: cubes and prisms coloured yellow, white, green (small 1cm cubes for the follow up work) blank tickets pencil, paper prepared tickets for follow-up work Method: Making powers Take a unit, ‘Here we have a unit, it is all on

Squares and Cubes of Numbers

Introductory Activities These activities introduce working with the squares and cubes of numbers at Elementary. Material Description: Felt mat, short chains Method: Game 1 – shapes Form chains with each short chains, beginning with the chain of three, after forming each shape ask the child to identify each shape, displaying them in a row, later

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

Introduction to Music

When people sing feel free to join them because bad people do not know any songs Sound accompanies people all their lives, in individual lives and Human history from nature, the wind and water, the voices of animals, in the ‘Story of the Coming of Life’ from frogs and other animals. In modern life we

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

Social Development

Montessori, in the Absorbent Mind, Chapters 22 and 23 describes how society goes through an embryonic phase which we can follow by observing the development of small children, who, little by little children become aware of forming a working community, they come to be contributing members of a group. They are directed by an unconscious

The Needs and Tendencies of the older child

Montessori had a very particular world view, in this she saw humans as working to satisfy their individual, spiritual, physical, intellectual and emotional needs. Needs She sees children as motivated by their needs, which are similar to the needs adults have but also motivated towards developing themselves into adult humans and satisfying the needs of

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

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

Observing the Older Child

Montessori 1921 London Lecture, says, ‘It would seem as though to know how to observe was very simple and did not need any explanation, perhaps you think it will be sufficient to be in a classroom in a school and to look and see what happens, but to observe is not as simple as that,

Using a Safety Pin

Material Description: A pin cushion, kept near the needlework activities on a separate tray with a selection of safely pins of different sizes and shape and a nappy pin (a safety pin with an additional guard. Presentation: To close Hold the bottom of the safely pin with the left hand as before Place the thumb’s

Cleaning Shoes

Material Description: A pair of child’s shoes.  In a basket or tray have a brush to remove dirt, a flannel 20cm2, marked with a shoe motif on one corner.  Have a piece of paper to cover the floor and an oil cloth.  Have multiple sets for groups of children who arrive together, each set should

Unfastening and Fastening large buttons

Material Description: The left flap overlaps the right one, the buttons are stitched on the right side, with long stems which will allow he button to be turned to a vertical position without pulling n the thread.  On the left hand flap button holes, horizontal slits, are slightly wider than the diameter of the button. 

Unfastening and Fastening of hooks and eyes

Material Description: The right flap overlaps the left one.  On the upper surface of the left flap metal eyes have been attached, stitched through their eyelets.  The hooks are fixed so that when the they are in the eyes there is a slight pull.  Have five to six sets of hooks and eye per frame.

Unfastening and fastening of laces

Material Description: The frame has two flaps nearly meeting and facing each other.  They should be made of leather or cloth with leather facing.  Both flaps have a series of holes with metal eyes.  The laces should be cylindrical, not flat, half the laces should be of a different colour, with the other and have

Pouring water into two jugs

Material Description: Have a plastic tray or one which has a base covered in an oil cloth.  On the tray there will be two jugs kept at different sides.  Both jugs should be made of the same material.  In the Children’s House have three or four sets in different materials (e.g. brass, china, steel, glass,