GREENLEAVES MONTESSORI
EDUCATIONAL PROGRAMS
INFANT COMMUNITY 6 – 36 MONTHS
CHILDREN’S HOUSE 3 – 6 YEARS
The kindergarten/ children’s room environment is structured by keeping in mind the following table:
| KINDERGARTEN (LEARNING TO EXPLORE THE WORLD) |
|---|
| K1 (1 infancy) |
| K2 (2 infancy) |
| K3 (3 infancy) |
| CHILDREN’S HOUSE (HELP ME TO DO IT BY MYSELF) |
|---|
| From 3 to 6 years old 2 Montessori guides per group 12 students by teacher |
Our work program has two key moments for the development of children:
On an intellectual level, we promote uninterrupted work cycles where the teaching-learning process will be designed according to the individual curriculum of each child.
During the work cycle, both the Spanish-speaking Guide and the English Guide will guarantee the physical, cognitive, emotional and social development of each child, promoting active learning spaces based on concentration and the enhancement of executive brain functions (complex mental activities, necessary to plan, organize, guide, review, regularize and evaluate the behavior necessary to adapt effectively to the environment and to achieve goals).
The work cycle will be developed through the following pedagogical areas:
The daily life activities have a fundamental play on the student’s growth.
They are presented as attractive challenges through real tasks (such as cleaning the dishes, hang up the clothes…) that let the children be more independent and secure of themselves, teaching them concentration and coordination.
This area aims to awake, develop and perfect all the senses. Thanks to those, children are able to discover and explore the world around them.
They do not only work the sense of touch, sight, hearing, smell and taste, but also the knowledge of a new sixth sense is introduced: The stereoognostic sense (work through touch without using vision). Sensory education aims to provide our students with a solid internal structure that allows them to interpret the information they receive through their senses.
Mathematical thinking is generated in the work environment in many activities that may seem unrelated. In children’s house, our students explore and compare similarities and differences, examine spatial relationships by establishing relationship patterns with sensory materials.
All pedagogical resources in this area benefit the critical and flexible thinking, guiding the learning through the concrete and known to the abstract and unknown through experiences based on manipulation and experimentation.
This area becomes a natural extension of the communication patterns that the child has absorbed since birth. With every new word, conversation, song, poem … the guides accompany the students in the development of their language skills.
At an individual level, each child is constantly given opportunities to develop skills by working with practical materials focused on multisensory tasks, respecting their time and preparation.
Each student is presented with varied and attractive activities that allow them to develop skills in oral language, phonological awareness, reading, writing, and also allow them to be introduced into the main mechanisms of the language, always starting from real objects and images that allow a direct contact with their environment.
In our work environment we encourage the interest of our students in geography, history, zoology and botany, supporting them in their search to understand the world around them and know themselves.
These work areas allow them to explore the world directly, both in the Montessori environment and in the world outside.
Aspects of the scientific method are introduced as a mean to objectively explore through real activities.
On an emotional-behavioral level: Every day we spend a certain time working on positive discipline dynamics within the meeting point.
These dynamics are intended to help children feel important (adult-child connection rather than correction), teach valuable life skills (respect, ability to solve problems, participation, responsibility …), learn from the logical and natural consequences of their actions…
During the second part of the school day, complementary activities are developed to consolidate soft skills (communication skills, decision-making capacity and conflict resolution, teamwork, creativity and critical thinking).
These activities are the following:
The entire program takes place in spacious and open prepared environments, ordered, aesthetic, simple
The daily life activities have a fundamental play on the student’s growth.
They are presented as attractive challenges through real tasks (such as cleaning the dishes, hang up the clothes…) that let the children be more independent and secure of themselves, teaching them concentration and coordination.
This area aims to awake, develop and perfect all the senses. Thanks to those, children are able to discover and explore the world around them.
They do not only work the sense of touch, sight, hearing, smell and taste, but also the knowledge of a new sixth sense is introduced: The stereoognostic sense (work through touch without using vision). Sensory education aims to provide our students with a solid internal structure that allows them to interpret the information they receive through their senses.
Mathematical thinking is generated in the work environment in many activities that may seem unrelated. In children’s house, our students explore and compare similarities and differences, examine spatial relationships by establishing relationship patterns with sensory materials.
All pedagogical resources in this area benefit the critical and flexible thinking, guiding the learning through the concrete and known to the abstract and unknown through experiences based on manipulation and experimentation.
This area becomes a natural extension of the communication patterns that the child has absorbed since birth. With every new word, conversation, song, poem … the guides accompany the students in the development of their language skills.
At an individual level, each child is constantly given opportunities to develop skills by working with practical materials focused on multisensory tasks, respecting their time and preparation.
Each student is presented with varied and attractive activities that allow them to develop skills in oral language, phonological awareness, reading, writing, and also allow them to be introduced into the main mechanisms of the language, always starting from real objects and images that allow a direct contact with their environment.
In our work environment we encourage the interest of our students in geography, history, zoology and botany, supporting them in their search to understand the world around them and know themselves.
These work areas allow them to explore the world directly, both in the Montessori environment and in the world outside.
Aspects of the scientific method are introduced as a mean to objectively explore through real activities.
On an emotional-behavioral level: Every day we spend a certain time working on positive discipline dynamics within the meeting point.
These dynamics are intended to help children feel important (adult-child connection rather than correction), teach valuable life skills (respect, ability to solve problems, participation, responsibility …), learn from the logical and natural consequences of their actions…
During the second part of the school day, complementary activities are developed to consolidate soft skills (communication skills, decision-making capacity and conflict resolution, teamwork, creativity and critical thinking).
These activities are the following:
The entire program takes place in spacious and open prepared environments, ordered, aesthetic, simple