The Montessori PreschoolThe Happy Child at School
The Montessori Preschool Centre is a private subsidized institution. The Montessori pre-kindergarten, a pioneer in Montreal, opened its doors in 1960. The educational program is inspired from the values and approaches of the Italian educator, Dr. Maria Montessori.
Our educational program is tailored around fostering the child’s overall development by enabling the child to develop all facets of his or her personality on the emotional, social, moral, cognitive, language, physical, and motor levels. In addition, we want the child to gradually become adapted to their environment that will help him or her eventually integrate harmoniously into kindergarten.
A Bilingual Program
Mastering two languages simultaneously
At the Montessori Preschool, children have the opportunity to learn two languages (French and English). In order to create this bilingual environment, each class is led by three educators: a Francophone educator, an English-speaking educator and a bilingual educator. Using Montessori material, children learn to read and write in both languages.
Introduction to Spanish
Discovering a Third Language Through Play
Once a week, a Spanish teacher comes to class for an activity that allows the children to become familiar with this Latin language. Through singing, rhymes, stories, and role-playing, the children discover this language through the spirit of play.
Montessori, a world-renowned educational method
Excellence For Over 100 Years
« Let us not bring up children for today’s world. This world will no longer exist when they grow up. Our priority should be to help children cultivate their ability to create and adapt. »
The Absorbent Mind
Who was Maria Montessori?
Born in 1870 in Chiaravalle, Italy, she became the country’s first female physician in 1896. Her first job was in a psychiatric environment. In 1901, she went back to school to study philosophy and psychology and became familiar with the works of Jean Itard and Édouard Séguin. On January 6, 1907, in San Lorenzo, she officially inaugurated the opening of the first Casa dei Bambini (Children’s House). Within a few years, Montessori schools sprung up throughout Italy, Europe, Asia, and America. Currently, there are 22,000 Montessori schools in the world. She travelled extensively to give lectures on her new educational method. Her long life’s journey came to an end in 1952 in Holland.
The Montessori Educator
A Key Factor
in Your Child’s Development
Le rôle de l’enseignant(e) dans une classe Montessori est d’être avant tout un observateur très attentif aux besoins individuels de chaque enfant. Il/elle doit éveiller l’intérêt et encourager les enfants. Il/elle est le lien dynamique entre l’enfant et l’environnement, tout en créant un climat harmonieux, paisible, juste et sans préjugé.
The Montessori Classroom
Une approche unique pour chaque enfant
Une classe Montessori est le reflet même du monde de l’enfant âgé de 2 ½ à 6 ans. Ainsi donc, cette classe est équipée pour leur taille, leur rythme et leurs intérêts. Elle est conçue pour l’enfant en lui accordant la liberté à l’intérieur des limites dans un environnement organisé avec des exercices attirants. Les enfants travaillent aux tables ou sur des petits tapis posés par terre où ils sont naturellement à l’aise. Il existe toujours dans une classe Montessori un bourdonnement d’activités. L’utilisation du matériel implique le mouvement (marcher, tirer, porter, verser, etc.) La manipulation du matériel et l’apprentissage par la découverte plutôt que par un discours de l’enseignant(e) donne aux enfants une satisfaction particulière. Dans une classe Montessori, une unité, par exemple, est quelque chose qu’un enfant puisse tenir dans sa main plutôt qu’un simple nombre écrit sur un papier. Un verbe est quelque chose qu’il puisse exécuter et encore une fois pas seulement un mot écrit sur un papier.
Respecting your Child’s Profression
Individual Development – A Priority
Stimulating the Child’s Interest
Fun and Enriching Content
Montessori class material may be divided into five main categories:
In a Montessori class, Practical Life is likely the most important category. It provides the basis for all other exercises that will follow. The ultimate objective of Practical Life is to develop the child’s intellectual and physical independence. Exercises are analyzed and divided into smaller parts so that the child can complete a series of complex actions in an efficient manner. This fosters their self-trust and concentration.
Examples: the dressing frames, polishing shoes, washing a table, washing clothes, sewing a button, folding, caring for plants, and so on.
We offer the children the tools to expand their knowledge and to build their vocabulary through various exercises in class, storytelling, songs, poetry, and so on.
Practical daily life exercises (all liquid transfer exercises) and sensorial materials (cylindrical blocks, geometric cabinet), involving fine motor skills, indirectly prepare the child for pre-writing. Sandpaper letters, metal insets, and the movable alphabet directly help in developing handwriting and tracing letters.
The “I Spy” game, the sandpaper letters, and the movable alphabet introduce children to the reading process. Using these class materials, children begin to read simple phonetic sound combinations and words.
Mathematical potential is present from birth. It is the ability to think abstractly, reason, imagine, calculate, measure, and to make precise judgements. It is through manipulation that a child discovers mathematics and different concepts. In order to integrate and master mathematics, the use of many senses is necessary.
The mathematics program is highly structured with defined priorities. Numbers are taught through concrete quantities. Symbols are introduced independently later on. Finally, numbers and quantities are combined. In preschool, children acquire a sensorial impression of the four operations (addition, subtraction, multiplication, and division). Examples of activities: golden bead work, group activities, and stamp game.
In geography, children learn to situate themselves, to explore their environment, and to be open to the world. Initially, this learning begins with a general overview and then the learning becomes more specific. With the sandpaper and coloured globes, children discover planet Earth and the oceans!
Through the manipulation of various geographic landforms, children are invited to observe and use their sense of touch to understand the waterways: lake, island, bay, cape, isthmus, peninsula, strait, and gulf.
By using the geography puzzles, the children learn the continents, countries, and Canadian provinces. One continent and one country are chosen for exploration. The culture and the specific characteristics of the location will be discovered.
Children learn to recognize the different aspects of their immediate environment: their neighbourhood, city, and country. Their knowledge broadens when they are put in contact with the map of the world, the seven continents, and the different countries.
Opening up new horizons
Des activités amusantes et diversifiées !
Singing and Music
Children develop social skills in the class context. They learn to recognize emotions in themselves and others, to work in a team, and to settle most conflicts in an independent and peaceful manner. Courtesy and rules of conduct and safety are also taught, so that children might understand the importance thereof and apply them in their everyday lives.