Montessori Material

PINK TOWER

 

Pink Tower is usually introduced as the second activity in the area of Sensorial work.
This lesson consists of a series of ten graduated pink cubes, which vary in size from 1cm³ to 10cm³. This indicates variations in size of three dimensions and helps develop a basis for the cubes of numbers.
The purpose of this material is also to develop a visual sense in perception and differences in dimension; improve awareness; develop attention in working with sequences and systematic operations; encourage the power of reasoning; develop the habit of correcting work until it is the best it can be; development of motor control; development of muscular memory; set the groundwork for the understanding of the science of numbers and to develop quite complex comparative and superlative vocabulary (such as 'bigger', 'smaller', 'heavier', or 'lighter' to compare and describe the shape and size) as well as geometric vocabulary.
Initially the tower is built with the cubes placed centrally on another. Later the tower is built with two flat sides and the smallest cube travels down the steps fitting each step exactly to reinforce the relationship between it and the change in size of the series of cubes.
The Brown Stair and Pink Tower can be combined and the interrelationships of size explored.

(Source : Internet and Montessori Compass)


BROWN STAIRS

 

 

The Brown (or Broad) Stair activity is usually the third lesson within the Sensorial area. This lesson consists of ten wooden rectangular prisms, which are 20cm long and have both varying widths and heights from 1 square centimeter to 10 square centimeters. This represents a variation in two dimensions. This lesson specifically helps develop an understanding of rectangular prism and comparative and superlative adjective vocabulary, allowing the child to notice the squares of numbers from 1 - 10. The purpose of this material is also to: develop a visual sense in perception and differences in dimension; improve awareness; develop attention in working with sequences and systematic operations; encourage the power of reasoning; develop the habit of correcting work until it is the best it can be; development of motor control; develop muscular memory; set the groundwork for the understanding of the science of numbers; and develop the language of size (width, height, length), comparative and superlative adjective comparisons relating to size (as well as many geometric terms).

(Source : Montessori Compass)

 WORLD PUZZLE MAP 

 

 

Using the World Puzzle Map, the child matches the continent pieces from the Puzzle Map to their outline shapes on the corresponding Outline Control Map. Once this first step is complete, the child then moves on to constructing the map without using a control, then will make a personal map using the puzzle pieces to trace. The final part to working with this material is for the child to read the continent and ocean names and place them on the corresponding puzzle.
(Source : Montessori Compass)

LANGAGE / LETTER SOUNDS 

(Source : Montessori Compass)

 

Sandpaper letters

The Sandpaper Letters are a series of alphabet letters in either cursive or manuscript form, which have a rough feel to them so as to stimulate the child's sense of touch and to assist in the development of sound recognition and writing. Usually, vowel sounds are presented on red and consonants on a blue background. The child is shown how to trace the letter using two fingers, the index and middle finger of the child's dominant hand. Once the letter has been traced, the sound of the letter is said. Tracing the letter and associating it with the letter sound both prepares the hand and the mind for future writing. The muscle memory goes beyond just a memory of how to form the letter, it also helps the child internalize and remember the sound of each letter symbol. In this activity the child is introduced to the lower-case and capital sandpaper letters and their corresponding sounds.

Sandpaper letters and Objects 

In this activity the child builds their auditory sense by connecting the sandpaper letters and their corresponding sounds to actual objects. Initially, the child begins with a single letter and an assortment of objects that begin with that letter sound. For example, the sandpaper letter "b" might have the corresponding objects of a ball, book, bike, and boat. The child first makes the sound of the sandpaper letter, and then names the corresponding objects, understanding that they all start with the 'buh' sound. As the child progresses with this work they sort mixed objects beginning with multiple sounds to their corresponding letters. With this activity the child develops their ability to hear the initial sound in a word and match it to the appropriate symbol.


Beginning sounds sorting pictures

In this activity the child continues to build their auditory sense and letter sound knowledge by matching pictures to the letter corresponding to their initial sound. The child works with groups of letters arranged on a mat. They then pronounce the name of the object in the pictures and place the picture beneath it's corresponding letter. The child continues until all of the pictures are placed. They can then check their own work by turning the pictures over and seeing if they match the main letter (correct matches will have the same color or symbol on the back).

 

Alphabet roll

In this activity the child matches individual letters to an 'alphabet roll' on a mat and pronounces the sound of the letter as they do so. The child might match lower-case letters to capital letters or vice-versa.



4 planes of development

What is a child about? How can a helpless baby become a full member of our society? Maria Montessori’s understanding was that “education” becomes an “aid to life” - a natural process all children undertake spontaneously, guided through ever evolving stages of development.


Pédaler en classe pour aider les élèves à mieux se concentrer

Quelle ne fut pas ma surprise en tombant sur cet article lors de mes recherches sur internet.

Et pourtant cela faisait écho à ce que j'ai pû observer durant mes nombreuses années de travail avec les enfants. Trop souvent j’ai entendu que les élèves devaient rester en position bien droite et statique sur leur chaise et trop souvent j’ai vu ces enfants se tordre, gigoter et prendre des positions improbables sur leurs chaises alors qu’ils étaient pourtant parfaitement concentrés sur leur activité. Une école primaire d'Ottawa a trouvé une solution originale pour maintenir l'attention des élèves.


Mère imparfaite et fière de l'être

La mère parfaite n’existe pas !

 Etant maman de deux enfants et ayant étudié l’éducation sous toutes ses coutures, j’ai appris une chose en devenant maman : avec ses enfants, on fait ce qu’on PEUT et non ce qu’on VEUT !