Method and Philosophy

Montessori Philosophy

Little People’s Montessori follows the Montessori Philosophy approach to education. The philosophy aims to foster independence and responsibility in the children. The materials presented to and used by the children contain a control of error which allows the child to self-correct. The philosophy promotes caring for the environment. The children can expect to enter a prepared environment each morning. The children are shown through role modelling how to use their environment in a respectful manner i.e. pushing their chair under the table, putting their work back in its place and putting their rubbish in the bin. Montessori believed in the benefit of vertical grouping, at Little People’s Montessori the class is made up of children from 2 - 5years. In this type of environment the younger children are keen to try the activities being undertaken by their older peers, thus making it easier for adults to introduce these new ideas. The older children help the younger children therefore consolidating the knowledge they already hold.

Early Years Foundation Stage

Through using the Montessori philosophy combined with the Early Years Foundation Stage (EYFS) framework your child will become an independent learner, who takes responsibility for his or her environment. The EYFS has seven areas of development which are separated into prime areas and specific areas. It is strongly believed that without a sound knowledge in the prime areas a child will struggle in the specific areas of development. Within the EYFS your child will have two assessments which may or may not be undertaken at Little People's Montessori. The first is the two year old progress check which focuses on the prime areas, which can be completed anytime between the child's second and third birthday. The second is the EYFS profile which is completed in the year the child turns five, this considers all seven areas.

Montessori Areas of Development

The Montessori materials are separated into five areas which are as follows:

Practical Life - activities which the child will have seen in everyday life but child sized e.g. pouring, transferring etc.
Sensorial - materials focus on refining the childs senses and often indirectly prepare the child for later mathematical work.
Literacy - also combines communication and language. Children are introduced to the sounds of letters rather than the names.
Mathematics - introduces children to quantities prior to symbols which are then combined. Children then progress onto larger numbers, sums etc.
Cultural - introduces children to geography, biology, and history. Science experiments are regularly undertaken.

Within these areas children are introduced to music, dance and art activites.