n her 1949 lecture in London, Dr.Maria Montessori emphasized the vital role of imagination in a child’s development of intelligence. She argued that intelligence is not merely a matter of acquiring facts or information but is deeply connected to a child’s ability to engage with the world through creativity, curiosity, and active exploration.
According to Montessori, imagination allows children to go beyond the concrete reality they experience and begin constructing mental models, which are essential for problem-solving and abstract thinking.
Montessori highlighted that the child’s mind is naturally inclined to construct knowledge from experiences, and this process is often driven by the child’s imagination. By engaging with materials, objects, and social situations, children learn to conceptualize abstract ideas and make sense of the world.
Having yearly training sessions helps teachers stay updated. This year, we focus on Math and Sensorial, with teachers doing hands-on practice with the materials.
Exploring the world of mathematics through hands-on learning! In our Montessori 3-6 classroom, children engage with concrete materials to build a strong foundation in math. From working with bead boards to learning fractions and practicing number formation, these young learners are developing a deep understanding of mathematical concepts at their own pace, fostering both confidence and curiosity.
Children often thrive when given clear, concrete tasks, and their minds are naturally drawn to activities that involve tangible, precise elements like counting with numerical rods. This kind of hands-on learning is not only engaging but also helps children develop a strong foundation in mathematical concepts. The physical manipulation of objects like numerical rods makes abstract ideas like numbers and counting more accessible and understandable to young learners. This aligns well with Montessori principles, which emphasize the importance of concrete learning experiences for young children
This system in which a child is constantly moving object; with his hands and actively exercising his senses, also takes into account a child’s special aptitude for mathematics. When they leave the material, the children very easily reach the point where they wish to write out the operation. They thus carry out an abstract mental operation and acquire a kind of natural and spontaneous inclination for mental calculations.
Are children able to learn in a mixed-age environment?
In Montessori, children of different ages learn together in the same classroom. This promotes collaboration, social skills, empathy, and the sharing of knowledge. Older children become mentors to younger ones, fostering a sense of community and mutual respect.
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