GOALS AND OBJECTIVES OF A
Developing in each child a positive
attitude toward school...
Most of the
learning activities are individualized; i.e. each child engages in
that learning task which has a particular appeal for him ...
because he finds the activity geared to his needs and level of
readiness. Consequently, he works at his own rate, repeating the
task as often as he likes, thus experiencing a series of successful
achievements. In this manner, he builds up a positive attitude
toward learning itself.
Helping each child develop
self-confidence as an independent learner...
and high school pupils have difficulty in school because they do
not have confidence in themselves. In the Montessori school, tasks
are programmed so that each new step is built on what the child has
already mastered, thus removing the negating experience of frequent
failure. Success after success builds up on inner confidence in the
child, assuring him that he can learn by himself. These
confidence-building activities likewise contribute to the child's
sound emotional development.
Assisting each child in building a
habit of concentration...
learning pre-supposes ability to listen carefully and to attend to
what is said or demonstrated. Through a series of absorbing
experiences, the child forms habits of extended attention, thus
increasing his ability to concentrate.
Fostering in the child an abiding
rapidly changing society, all of us will have to be students all
our lives. A deep, persistent, and abiding curiosity is a
pre-requisite for creative learning. By providing the child with
opportunities to discover qualities, dimensions, and relationships
amidst a rich variety of stimulating learning situations his
natural desire to know is developed into a habit of being curious -
an essential element in creative learning.
Developing habits of initiative and
surrounding the child with appealing materials and learning
activities geared to his inner needs, he become accustomed to
engaging in activities of his 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 gradually results in
a habit of persistence.
Fostering inner security and sense of
order in the child...
well-ordered, enriched but simplified environment, the child's need
for order and security is intensely satisfied. This is noticed in
the calming effect the environment has on the child. Since every
item in the Montessori classroom has a place and the ground rules
call for everything being in its place, the child's inner need for
order is keenly satisfied. Gradually, the well-ordered environment
develops a "sense of order" in the child and that inner security
basic to fostering sound emotional growth.
Helping the child develop his
activities calling for the manipulation of a wide variety of
specially designed apparatus. Montessori insights coupled with the
findings of modern psychology have guided the designing of various
"research-tested" learning materials. Intriguing tasks involving
large and small muscles enable him to gain increasing control over
his movements. Many of the tasks call for the type of muscular
movement and control basic to developing skill in
Sharpening his ability to discriminate
sorting and matching activities confront the child, calling for his
noting similarities and differences in size, shape, color, texture,
odor, sound, etc. In short, sharpening his sensory acuity. Thus his
senses learn to report more accurately the various qualities
describing his expanding world.
Helping the child develop
working with others, he learns to cooperate, as well as to restrain
at times spontaneous impulses, which might infringe on the rights
of others. Through group-oriented tasks in which the "ground rules"
help gradually develop an understanding for and appreciation of
what is meant by "respect for others".
Helping the child develop his creative
intelligence and imagination...
stimulating programmed activities, the child is encouraged to
implement the exciting feeling and perceptions he gains from his
total pre-school experience. Opportunities are provided him to
translate into movement, form, color, sound, and word, the inner
awakening of his self. By harvesting thousands of clear perceptions
from well-planned practical-life, sensorial, mathematical, music,
art, language, science activities, he acquires the "mental building
blocks' needed later for grasping the meaning of words, ideas, and
concepts required for learning how to read effectively.
brief, the purpose of the Montessori pre-school is to help each
child develop within himself, the foundational habits, attitudes,
skills, appreciation, and ideas which are essential for a lifetime
of creative learning."
Superintendent, Reading Community Schools