Sally Young currently has two children at ISMS.
“I have one child in Nautilus (Stage 2) and another who has just begun the Parent Toddler Program (PTP). My kids are so happy, and that makes me happy too!.”
ISMS Pre-primary - Stage 1 – The Absorbent Mind
Our classes
- Anisa: Tree of Life
- Cooinda: Happy Place
- Kinta: Place of Laughter
- Sintonia: Harmony
The explorers
3-6 year olds are sensorial explorers. They constantly build on their knowledge by absorbing every aspect of their environment, their language and their culture. At this age, the child has a deep urge to touch, explore, manipulate and learn from direct experience with the objects around him or her.
The curriculum
An array of specially designed self-correcting materials and activities are invitingly arranged on open shelves in specific and yet integrated areas of the classroom - Practical Life, Sensorial, Language, Maths and Culture. Of course, Science, Music, Art and Physical Education are an important part of the daily curriculum too.
Children choose their own activities and work independently at their own pace under the gentle guidance of the class director. In this way the Stage 1 child develops concentration, independence, self-motivation and a love of learning.
Program timing
Stage 1 children attend a half day morning session for approximately the first two years which allows for the development of regular learning patterns at a time when young children are most alert. During the final year of Stage 1, the pre-primary child spends the full day at school (8.30am to. 3:00pm). This is known as the ‘Extended Day’ year and equates to the Kindergarten year in non-Montessori Primary schools in New South Wales.
ISMS is a government approved child-care service provider and the child care rebate may be claimed by eligible families with children in Stage 1.
Practical Life
Practical Life activities provide the link between the home and the school. The direct aim is to help the child become more independent thus leading to a greater self-confidence and ability to face new challenges. The indirect aim of these exercises is to enhance concentration, co-ordination sequencing and independence. Examples of activities include:
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Care of the environment
- Caring for plants
- Performing household tasks
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Care of the self
- Using clothes fasteners
- Washing hands
- Simple food preparation
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Social or grace and courtesy lessons
- How to interrupt
- How to ask questions
- How to move in an appropriate manner
Sensorial
Sensorial materials were designed by Dr Montessori specifically to help the children refine their senses and therefore become more perceptive to their surrounding environments. The refining of the senses at this age leads to a greater awareness of detail and allows the child to focus on the world around them. Activities include matching and grading using materials that isolate the senses of sight, hearing, touch, taste, kinaesthesia and smell.
Language
Language materials are always included but specific materials increase vocabulary and explore both written and aural/oral language. Children are introduced to letters using the senses of touch, sight and hearing. They progress using concrete materials to compose their own written works and to read the work of others.
Maths
Mathematical concepts are introduced using Montessori concrete materials. Initial work with the sensorial materials prepares the child for a more formal introduction to mathematics through working with geometric shapes and triangles. Through the sensory work, the child understands concepts in arithmetic and geometry. The hands-on materials stimulate absorption of the decimal system and the four mathematical operations. Standing on this firm foundation, the child is later able to understand abstract concepts and more advanced operations.
Culture
Cultural materials lead a child to experience geography, natural science, history, music, religion and art. Again, all such experiences are initially in a concrete form. For example, the world is presented as a sandpaper globe allowing the child to feel the ratio of land to water. Experiments allow the child to arrive at scientific concepts for themselves. Visitors in the classroom share experiences and aspects of their cultures and traditions.
Children in Extended Day begin to learn Spanish as a second language. Spanish comes alive for them as they discover the games, songs, traditions and crafts of Spanish language cultures. Spanish assists the children’s learning of phonetics and as the third most widely spoken language in the world, enriches understanding of the many Spanish speaking countries.