In order to develop your child on the right path we need to set objectives. These are ours.
A Positive Attitude Towards School Most of the learning activities are individualized. Each child engages in a learning task which has a particular appeal to the child because the activity is geared to their level of needs and readiness. Consequently the child works at his/her own pace, repeating the task as often as he/she likes, thus experiencing a series of successful achievements, which builds a positive attitude towards learning itself.
Self Confidence As An Independent Learner - Many grade and high school pupils have difficulty in school because they do not have confidence in themselves. In our school tasks are programmed so that each new step is built on what the child has already mastered, thus removing the negative experience of frequent failure. Repeated success builds an inner confidence and the reassurance that the child can learn by himself/herself and also contributes to the child's emotional development.
Building the Habits of Concentration - Through a series of absorbing experiences, the child forms habits of extended attention, thus increasing their ability to concentrate. Most 2 year old for example have terrible concentration skills. The Montessori system has various equipment such as the Montessori cylinder set that can gradually build concentration in increments of five minutes.
Fostering An Abiding Curiosity - A deep, persistent curiosity is a prerequisite for creating learning. By providing the child with opportunities to discover qualities, dimensions and relationships amidst a rich variety of learning situations, the child’s desire to know is developed into a habit of being curious.
Developing Habits of Initiative and Persistence - By surrounding the child with appealing materials and learning activities geared towards his/her inner needs, the child becomes accustomed to engaging in activities on his/her own. Gradually this results in a habit of initiative, an essential quality in leadership. “Ground Rules” call for completing a task once begun and for replacing materials after the task is accomplished. This “Completion Expectation” gradually results in habit forming persistent
Fostering Inner Security and a Sense of Order - A child’s need for order and security is intensely satisfied through a well ordered, enriching but simplified environment. This is noticed in the calming effect the environment has on the child. Since the Ground Rules in a Montessori classroom establishes that every item has its place, it satisfies a child’s inner need for order.
Developing Sensory Motor Skills - This is achieved through activities calling for the manipulation of a wide variety of specially designed apparatus. This goes beyond the scope of traditional Montessori techniques and uses the latest findings of modern psychology. Intriguing tasks involving large and small muscles enable the child to gain increasing control over his/her movements. Many of the tasks for example call for muscular movements and control that has a positive effect on developing proper hand writing skills.
Sharpening the Ability to Discriminate and Judge - Challenging, sorting and matching activities confront the child, calling for his/her noting similarities and differences in size, shape, color, texture, odor, sound etc - in short, sharpening his sensory acuity. Thus his senses team to report more accurately the various qualities describing his world.
Helping Social Development - Through working with others the child learns to cooperate with others as well as to restrain at times spontaneous impulses which infringe on the rights of others. Through group oriented tasks in which the Ground Rules limit and at times foster, his/her impulses, the child gradually develops an understanding of and appreciation for what is meant by respect for others.
Developing Creative Intelligence and Imagination - By stimulating activities, the child is encouraged to implement the exciting feelings and perceptions he/she gains from his total pre-school experience. Opportunities are provided for the child to translate in movement, form, color, sound and work the inner awakening of self. By harvesting thousands of clear perceptions from well planned activities, he or she acquires the “mental building blocks” needed later for grasping the meaning of words, ideas and concepts required for learning how to read effectively