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Maria Montessori

The Founder of Montessori Education
Location:Home > Primary


Our Primary classroom, also known as, Casa dei Bambini or Children’s House, offers children aged three to six years opportunities to follow their natural developmental path, physically, mentally, and socially as their bodies and capacity to think abstractly develop.

This level is made up of children of mixed ages, three, four, five and six year-olds all share the same classroom and each child usually has the same teacher for three years. This mixed age grouping corresponds to Dr. Montessori’s theory of child development, which is based on three-year cycles throughout the maturation process. In this multi age setting, the children learn from each other, and they learn because of each other. Younger children get the chance to look ahead and see what is coming next by watching the older children. Older children have the opportunity to reinforce their knowledge by sharing it with the younger children. At each stage of development every child is challenged by the materials in the classroom, by the other children and, by the adults who work with them.

The areas of the classroom include:

• Practical Life, or life skills in care of the person, care of the environment, development of
   social relations, and movement.
• Mathematics, from concrete manipulation to abstract calculation – measurement,
   counting, adding, multiplying, subtracting, and dividing.
• Sensorial, classification of impressions experienced through sight, touch, sound, taste
   and smell.
• Cultural, exploration of plants, animals, geography, history, science, art, societies, sport,
   dance and, music.
• Language, from spoken to written step-by-step beginning with building a rich vocabulary
   through classified cards, stories, poetry and songs and leading to reading and eventually

It is a living space for children with child-sized furniture, materials and tools scaled to fit the physical dimensions of their small but growing bodies. The indoor space is generally made up of five areas but it is important to know that, although these areas represent parts of the curriculum, no subject is taught in isolation. The Montessori Primary program is interdisciplinary and inclusive; it is as Maria Montessori described, “Cosmic.”

The outdoor environment is as appealing as the indoor with both contained and wide-open spaces. There are sandpits, gently rolling grassy hills to walk, run and roll on, a variety of climbing equipment, and gardens to grow beautiful flowers and delicious fruit and vegetables in. A connection with nature is one of the most important things we can provide for children and we are very fortunate to have a wonderful place in which to do this.

In the Montessori tradition, there is less separation between outdoor and indoor. Nature can be a part of the classroom through plant care, flower arranging and, care of animals. Outdoors, children are able to garden, collect and identify leaves, insects and birds, label trees and, recognize the geometry and beauty of the natural world.

Assessment of Student Development and Academic Progress

MTC Yu Ying Kindergarten approaches academic expectations on an individual basis. We follow an established framework to guide each child to attain basic academic achievement at each level, and provide guidance toward appropriate placement in his or her next educational level.

MTC Yu Ying Kindergarten does not assess students at the early childhood levels through the use of oral, written or standardized tests. It is felt that children of these ages will not benefit from this type of assessment, as well-trained Montessori teachers are best able to determine their level of development through daily observation.

Students are carefully observed and planned for accordingly. Goals for practice with lessons already given and those to be presented by a teacher are set on a weekly basis. Information gained by monitoring each child’s progress assists teachers in setting new goals for the students. Assessment information is also vital in determining any strengths and weaknesses in a student’s cognitive development. This evaluation is very important in identifying any special needs a child may have and provide guidance when searching for support from the community.

Teachers share their evaluation of the students’ progress with parents through written reports and face-to-face meetings. The written progress reports are given to parents 3 times per school year, November, March and July. The first two reports are followed by parent/teacher conferences during which time information in the reports is expanded on.

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