First Choice Montessori Preschool
Mountainview Montessori Elementary School is also the home for First Choice Montessori Preschool!
First Choice Montessori Preschool was a new addition to Tynehead in 2003 and has relocated with the Montessori program to the new location. This private pre-school is owned and operated by Brenda Chohan, and is operating within Mountainview Montessori School.
The preschool offers before and after school day care to students enrolled at Mountainview! In conjunction with the public Kindergarten classes at Mountainview, the pre-school offers a 1/2 day option for parents seeking a full day program for their children. For information call 604-828-4451or visit www.firstchoicemontessori.com
FIRST CHOICE MONTESSORI PHILOSOPHY
Our philosophy is to assist children in the building of good self-image by providing a stimulating atmosphere for social, intellectual, emotional and physical growth and development. Our goal is to:
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Improve, not perfect |
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Build on strengths |
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Encourage trial and error |
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Motivate the child |
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Promote and model mutual respect |
We believe all children have a right to be themselves. We will offer experiences for them to utilize their own strengths and to develop at their own pace in a non-competitive environment.
Our teachers at First Choice are dedicated to provide the best learning environment for each child. We pride ourselves in providing a caring and nurturing environment for the child and parent.
THE PREPARED ENVIRONMENT
The "prepared environment" is Maria Montessori's concept that the environment can be designed to facilitate maximum independent learning and exploration by the child. In the Montessori preschool, five distinct areas constitute the prepared environment:
Practical Life - enhances the development of task organization and cognitive order through care of self, care of the environment, exercise of grace and courtesy, and coordination of physical movement.
The Sensorial - enables the child to order, classify, and describe sensory impressions in relations to length, width, temperature, mass color, pitch etc.
Mathematics - makes use of manipulative materials to enable the child to internalize concepts of Number, symbol, sequence, pertains and memorization of basic facts.
Language Arts - include oral language development, written expression, reading, and the study of grammar, creative dramatics, and children's literature. Basic skills in writing and reading are developed through the use of sandpaper letters, alphabet cutouts, and various presentations allowing children to link sounds and letter symbols effortlessly and to express their thoughts through writing.
Cultural Activities - expose the child to basics in geography, history, and life sciences. Music, art, and movement education are part of the integrated cultural curriculum.
The preschool environment unifies the psychosocial, physical and academic functioning of the child. Its important task is to provide students with an early and general foundation. This includes a positive attitude towards school, inner security and a sense of order, pride in the physical environment, abiding curiosity, a habit of concentration, habits of initiative and persistence. The ability to make decisions, have self-discipline, and a sense of responsibility to other members of the class, school, and community. This foundation will enable them to acquire more specialized knowledge and skills throughout their school career.
A COMPARISON OF MONTESSORI AND TRADITIONAL PRE-SCHOOL EDUCATION.
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MONTESSORI |
TRADITIONAL |
| A three year span | all one age (usually) |
| motivated by self-development | teacher-motivated |
| ungraded | graded |
| self-correcting materials | teacher corrects errors |
| children learning by handling objects and teaching themselves | teacher lectures |
| individual learning | group learning |
| teacher is observer and directress | teacher is focal point and dominant influence |
| child completes "cycles of activity" | activity cycles determined by set time |
| few interuptions | frequent interuptions |
| freedom to move and work within classroom | assigned seats and specific class periods |
| emphasis on more cognitive learning | postponement of 3R's, emphasis on social development |
| quiet by choice and out of respect for others | quiet enforced |
| materials used for specific purpose with sequence of steps | materials used in many ways without previous instruction |
| work for joy of working and sense of discovery | work because they are told to |
| environment provides discipline | teacher provide discipline |
| encouraged to help one another | seek help from teacher |
| child chooses materials | teacher sets curriculum |
| child sets own pace | teacher sets pace |
| child free to discover on own | teacher guides child |
| emphasis on concrete | emphasis on abstract |
| reality-orientated | much role-playing and fantasy |
| specific places for materials, sense of order | random placement, not necessary to return to specific place |
| child provides own stimulus to learning | teacher provides |
| child-centered learning environment | teacher-centered |
| self-education through self-correcting materials | use of reward and punishment in motivation |
| recognition of sensitive periods | all children treated alike |