Montessori Powered Curriculum
Implementing Montessori Methodologies in Indian Boards' Curriculum
Implementing Montessori Methodologies in Indian Boards' Curriculum
The quest of a parent for a school that offers good education always ends with the admission of the child into a school with a lot of compromises. The compromises may include the fee structure of the school, transportation provided or the school environment. Quality of teaching and the competence of teachers also are looked into by parents as a hallmark of a school that gives good education.
Another of the most important aspect of a school that the parents is the ability of the school to provide continued education in the particular stream till the end of the school career of the child. The parents of the present look upto this aspect as an advantage to the learning spree of the child as the adaptation to the environment need not change while the affinity developed to the initial learning environment continues with more bonding….
A beautiful, carefully prepared environment with flowers on low wooden tables, bright classrooms, no clutter, and a quiet, peaceful hum of engaged learning is a hallmark of a KGs -1st Grades Montessori Primary Environment. The classrooms are designed to create an environment where children are called to be their best selves and for other to show respect to the children.
A full set of scientifically designed Montessori learning materials that cover practical living to develop independence skills and sensorial exploration for science, language, and math learning. The environment has enriched learning opportunities that continues even at home.
Have we heard of an instance that the young ones of any species in the animal and human kingdom being taught how to learn to crawl, hold, grasp, walk or run? How are these motor skills learnt? These skills are nothing but the manifestations of spontaneous outshoot of concrete experiences that coincides with the internal and external physical development of growth in children with the ultimate motive of complete self-construction
The child needs to be assisted in the earlier stage by providing concrete opportunities to experience the real world, where by making use of his senses he will concretely take in the world.
As a child progresses on to the elementary stage, there should a corresponding change in the environment too. The need for bigger space to facilitate their exploratory learning is one of the inevitable necessities of the elementary setting. At Gardenia, with the extended Montessori Work Areas, overcomes the prevalence of this problem in most of the schools today.
In addition to the spacious environment, presence of apt learning materials enhances their exploratory and reasoning skills. The different blend of environments that facilitates their collaborative and individual working abilities makes Gardenia a provider of education with numerous advantages that is unique with Montessori philosophy.
Exploring mind replaces the concrete learning mind in this growth phase of the child starting from K2 and continues upto K7. Exploration becomes a channel that absorbs concepts for contemplation by the reasoning mind.
This extreme need for exploration that envisages the formation of reasoning mind becomes a priority of elementary program and Gardenia provides all avenues of to learn all about cause and effect principles, that forms the basis of reasoning mind is not a part of the regular school conduction.
The extended elementary classrooms provides that excess space that is needed for them to work in varied ways of exploration in their study of subjects which becomes the fundamental need of children in this stage.
The nature of learning undergoes a transition as the child traverses the phases of development in a individual"s growth physically and intellectually along with the budding of social and spiritual development.
Accordingly, the age of adolescence brings the need of learning through experience to the fore. To realize the complete fruits of experiential learning, Gardenia has designed the Montessori land laboratories to bring in a practical experience of the regular secondary curriculum
Learning through assimilation gives way to experiential learning as the child steps into the world of adolescence. Long sessions of engagement and staying out with Friends frequently is a pronounced change that is an indication of the advent of adolescence.
In the experiential learning at Gardenia, it is not a surprise that most of the activities followed are sincere adaptations of the Montessori Methods recommended for this stage of a child’s education. It is a garden of various opportunities that nurtures this experiential learning through a meticulously drafted work and study plan.
