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Policy 12
Written: June 1999
Reviewed: December 2000
Reviewed: May 2001
Reviewed: May 2002
Reviewed: May 2003
Reviewed: May 2004
Reviewed: April 2005
Reviewed May 2006
Rationale:
Maria
Montessori talked about the adult’s role in providing a rich
environment as one comparable to that as a supportive traveller, rather than
an all- knowing dictator of knowledge. Consequently she developed a process
oriented educational theory. In the classroom this means that depending on
which “plane of development” a child might be in, more or less
emphasis might be placed on the work product. However, the directress continually
focuses on providing children access to the tools they’ll need to unlock
the mysteries of the world. These tools include independence, ability to
make responsible choices, self-direction, self-knowledge and acceptance,
co-operative attitudes and problem solving abilities
Purpose:
The
teachers at Airdmhor Montessori strongly believe that the daily programme
should follow the philosophy of Maria Montessori. Montessori education
should allow the child’s curiosity and enthusiasm for learning to grow in
an atmosphere of freedom unhindered by pressure, failure or fear. It is one
which allows the child’s own timetable to signal their need to acquire
knowledge and skills to create the curriculum.
Guidelines:
The
outline of the programme will be a guideline to follow for safety of children
and adults at the centre and to make provision for ensuring the children’s
physical needs are catered for.
7.30am
Centre
opens. Supervisor and staff rostered on at 7.30am welcome children
and parents/caregivers. Help children to farewell their parents/caregivers
and settle them into choosing their activities.
8.00am
The
teacher rostered on the van for that day and accompanying adult, if more
than three children to be picked up, take out the van to pick up the children
in the Halswell area for the 9.00am session.
8.30am
Third
staff member arrives
9.00am
Children
arrive for the 9.00am session and are met by the teachers, who are
rostered on for that day, and the children settle into their chosen activities.
The programme continues throughout the morning with children choosing their
activities from indoor or outdoor activities. A roster is in places which
means children will see the same teachers in each room for each half day
of the week. This provides stability and continuity for children for the
days they regularly attend each week
11.00am
Children
are free to have morning tea throughout the morning, however the teacher
in the practical life area checks the lunch boxes at 11.00 am to ensure all
children have been offered food and drink.
Under two year old children are free to eat in the practical life area, or
with their primary caregivers in the sleep room. The teacher in the sleep
room will ensure they have sufficient food before the start of the individual
sleep times.
Children continue choosing from the prepared environment until reflection
time at 11.20am.
11.20am
Children
gather into age appropriate groups, 2 year olds in the play dough room
for mat time, 3 years in Practical Life room and 4 years olds in the Classroom
room, to undertake work in their reflection books.
Babies stay in the Nursery and children’s sleep routines are individualised
for the younger children and under-twos who are not asleep, will be encouraged
to join in with stories and songs and than attend the group music session.
11.40 am
Gather
together for combined group time music/movement/story/discussion of the
day’s activities, before parents arrive the collect their children
and the van leave to take the morning session children home.
12.00pm
Morning
session ends. Children staying all day have lunch together, in the outside
seating area under the veranda, weather permitting or inside as required.
Staff:
child ratios are maintained while teachers take their rostered lunch
breaks.
12.30pm
Van
returns with the children attending the afternoon session
12.45pm
Parents/caregivers
arrive with children for the afternoon session.
Children
are free to choose from the prepared environment as for the am
session.
Afternoon tea is taken individually as for morning tea.
Under
twos are offered food before they go to bed and wake up, according to
their individual programme.
Children continue choosing from the prepared environment until reflection
time at 3.20pm.
3.20pm
Children
gather into age appropriate groups, 2 year olds in the play dough room
for mat time, 3 years in Practical Life room and 4 years olds in the Classroom
room, to undertake work in their reflection books.
Babies stay in the Nursery for their own group time and are welcome to join
the music session if they are awake.
3.40pm
Group
get together music/movement/stories/discussion of activities undertaken during
the day and farewell to children leaving the afternoon session at 4.00pm
either on the van or with their parents/caregivers.
4.00pm
Children
leave the session either by van or with their parents/caregivers. Other children
staying on continue choosing from the wide range of activities offered at
the centre either inside or outside as appropriate with regard to weather,
staffing ratios etc
5.30pm
Centre
closes to those who have stayed all day, the teachers farewell children and
discuss the child’s day with the parents/caregivers.
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A
teacher is rostered on changing each half-day. A daily list is collated
in the morning of the children who will need their nappies changed
during the day. A separate list of children who need to reminded about
going to the toilet, is written up on the white board by the children’s toilet
area. All information is recorded on a daily sheet and in a child’s
book if under two years old. At the end of the month these sheets are
filed in a filing cabinet upstairs in the office as well as any accident
and medicine recording forms filled out for children for that month.
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In addition to the Montessori didactic materials other areas of play
will be available to the children.
Constructive: blocks,
duplo, mobilo, carpentry, modelling
Manipulative: puzzles,
seriation, playdough
Imaginative: family corner, puppets, junk
Language: books, activities, tapes, music
Creative: paints,
collage, clay, paper and construction
Please feel free to ask how your child’s day has been, we feel privileged
to have been with your child and are happy to share your child’s day
with you.
This
statement of daily planning should be read in conjunction with the following
attachments to give a complete picture of the way a Montessori learning
environment is designed to allow your child’s curiosity for
learning to grow in an atmosphere of freedom, unhindered by pressure, failure
and fear. It is one in which allows the child’s own timetable for development
signal his need to acquire knowledge and skills to dictate the curriculum.
Policy
Written: July 1999, Reviewed: December 2000, Reviewed: May 2001, Reviewed:
May 2002, Reviewed: May 2003, Reviewed: May 2004, Reviewed April 2005,
Reviewed May 2006.
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Programme Planning
Policy 15
Written: 15th June 1999
Reviewed: June 2001
Reviewed: June 2002
Reviewed: June 2003
Reviewed: June 2004
Reviewed: May 2005
Reviewed: June 2007
Rationale: Planning
should help adults in early childhood education to understand what young
children are learning, how the learning happens, and the role that both
adults and other children play in such learning.
Purpose: To
ensure that planning the curriculum is a continuous process, involving careful
observation, and recording by the teachers. This information can then be
shared amongst the teachers and will facilitate each child’s
progress through the Montesssori Curriculum, and enable teachers to work
co-operatively and make the most of the teachable moments when they occur.
To
ensure that we continue discussion and debate about our programme, as we
realise this is a crucial part of the process of improving it, by ensuring
that people think about it, and are able to justify their beliefs and practices.
Guidelines:
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Observations whether formal of informal are the basis for all planning.
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A separate
book for each child under two is kept for recording details for parents
as to each child’s day at the centre and parents record
any information from home. This is available for all teachers to view to
keep up to date with each child’s journey and is used as a basis
for the six monthly RAPID during a discussion time with parents/ caregivers.
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A daily recording sheet is used in the teaching room to enable
the work completed by each child in the centre who is over two years of
age to be recorded and shared with all teachers. This information is transferred
to each child’s individual file on a weekly basis. Teachers work
individually or in pairs out of centre time on a roster basis to transfer
this information. This has proven to be an effective way to initiate discussion
to take place between colleagues and monitor each child’s progress.
This information is then available for teachers to refer to and see a snapshot
of each child’s achievements. In conjunction with this, photos taken
of each child’s important achievements and milestones, are stored
in our centre photo album and a copy is also transferred into each child’s
individual file. This information enables each child’s progress to
be documented throughout their time at Airdmhor and is referred to when
the child’s six monthly RAPID is being undertaken. The Teacher working
on the child’s RAPID updates the new Montessori Recording Form as
part of the evaluation of the child’s progress. See attached sheets
for copies of the RAPID form for parents and teachers.
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At each
monthly staff meeting a list is collated of the children who are due
to have a RAPID completed for that month. Discussion takes place as
to who is the most suitable teacher to complete each RAPID, taking
into consideration the days that teachers work and the days that children
attend and each child’s individuality. Our aim is to allocate each teacher
two children per month. Time is allocated in staff meetings, see
format for staff meetings, for general discussion of children’s RAPIDs
and plans in place for the next six months for children from the previous
month. A copy of each child’s RAPID is filed in a folder in the
practical life area to enable staff only to
access to the plan, which has been written for each the child. Refer
to policy 9 Observation and Assessment policy.
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The planning
of the daily programme is based on providing a rich stimulating core
curriculum, recognising and working with an emergent curriculum, as
well as working from a written formal plan. This plan may be written
during staff meetings, or based on observations, identified needs,
whether of the environment, an area of play, or individual/group needs
of children. In conjunction with this the prepared environment, which
is offered by the Montessori Curriculum areas provides ongoing opportunities
to observe children in the process of discovering and making sense
of their world. Teachers use all this information to scaffold children’s
learning throughout the day.
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Emergent curriculum details may be recorded in several ways.
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By the photos
taken and stored in the photo albums and in each child’s
individual file
By recording informal and formal discussions by staff and with parents.
Activities
initiated by the children, which are recorded on a sheet on the notice
board in the practical life area. The headings for this recording sheet
are the strands of Te Whaariki Belonging, Well-being, Contribution,
Communication, and Exploration. Teachers take responsibility to record
these interactions or happenings (referred to as the emergent curriculum),
which are initiated by the children daily in the centre, under the
appropriate heading. This enables everyone to identify areas, which
could be given further follow up, by way of introduction of resources
or planning to capitalise on the children’s interest and curiosity.
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Time is allocated at staff meetings for the development of these
ideas and for the follow up evaluation of the previous month’s
curriculum.
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All plans are linked to the principles, strands and goals of Te Whaariki
and evaluated against learning outcomes (see sheet attached)
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When each
month’s
emerging programme is completed it is filed in a folder and displayed
in the reception area. Contributions are encouraged from parents to
be involved in the planning process.
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Time is allocated at the monthly staff meetings for resourcing the core
curriculum, health and safety issues, as well as general matters for consideration
and action. See Policy 13 Staff Meeting Agenda
Written:
June 1999, Reviewed: June 2001, Reviewed: June 2002, Reviewed: June 2003,
Reviewed: June 2004, Reviewed May 2005, Reviewed June 2007,
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Philosophy
Description
of centre’s
philosophy and its impact on the programme experienced by the children.
What
makes our centre distinctive, and what we are trying to achieve in our
approach, is to provide an early childhood environment based on the Montessori
philosophy of education. The main emphasis of the Montessori philosophy,
as defined by Maria Montessori, is to provide an environment which cultivates
the child’s own natural desire to learn. Airdmhor’s
own personal philosophy statement states:
“ I can’t
change the direction of the wind but I can adjust my sails to always
reach my destination”
This philosophy statement was written before Airdmhor Montessori opened in
1999 and each year we have reviewed it and kept it in its original form.
We all feel strongly that it is very relevant in present times, because of
the alarming rate that knowledge is changing in the world. Children do not
need static knowledge they need to have the tools to prepare them for coping
with situations to find out answers and ways to understand and solve the
mysteries of the universe.
The features of our programme which reflect our philosophy and how this approach
impacts on the programme experienced by the children are outlined below:
The Montessori Learning Environment:
Our
centre is a child-centred environment the
focus of activity in a Montessori setting is the children’s own learning,
generally the children work individually or in small, self selected groups.
A responsive prepared environment: The environment is designed
to meet the needs, interests, abilities and development of the children.
The teachers have designed and adapt the environment with this community
of children in mind.
A focus on individual progress and development: Within our Montessori
programme, children progress at their own pace moving on to the next step
in each area of learning, as they are ready. The layout and operation of
the centre, qualification and experience of the teachers, resources and the
low child ratios make it possible for teachers to work with children to meet
their individual needs on a daily basis.
Montessori Learning Activities:
Hands on learning: The focus is on direct personal hands on contact
with either real things under study or with concrete models that bring abstract
concepts to life as that allows children to learn with much deeper understanding.
Spontaneous activity: The children are encouraged to move about
freely, with reasonable limits of appropriate behaviour. Much of the time
they select work, which captures their interest and attention although teachers
also strive to capture their interest in new challenges and areas of inquiry.
Self-directed activity:
as one of Montessori’s key concepts
is the idea that children are driven by their desire to become independent
and competent beings in the world to learn new things and master new skills.
Independence is encouraged at all times by the prepared environment and the
teachers who believe in the importance of helping a child to “do it
myself”
Freedom within limits:
our children enjoy freedom of movement and choice. They are free to do
anything appropriate to the ground rules of the community, but the rights
of others are respected at all times.
The Montessori Teacher.
We have a highly
qualified and experienced staff, nine will have teacher registration by
April 2005 and nearly all have completed Montessori early childhood training.
Three of us are lecturing the Aperfield Montessori Early Childhood Diploma,
through Advanced Studies for Teacher’s Courses at
the Christchurch College of Education. In fact, for the past four years the
courses have been held here at Airdmhor Montessori in the evenings.
Observer:
Montessori
teachers are trained observers of children’s learning and
behaviour. Procedures are in place for observations to be recorded daily
both in written or photographic form. This information is used by the team
to infer where children are in terms of their development, and gives teachers
information as to the needs of each child. Teachers can then use this information
to facilitate the learning process by making a match between the learner
and knowledge or skills, which will be the best response to the changing
interests and needs of each child as a unique individual.
The
environment is well resourced and organised to ensure that the materials
needed to provide the help each child needs, is easily accessible for the
teacher to use at “the
teachable moment”. As Montessori educators we truly accept that children
learn in many different ways and at their own pace. As a team we understand
we must “follow the child” adjusting our strategies and timetable
to fit the development of each pupil. We have purposely planned the layout
into five separate areas and the day-to-day operation of the centre; each
teacher is rostered to an area on a regular basis to enable continuity of
learning for the children who attend regular sessions and days.
At
Airdmhor Montessori we recognise that our role is not to teach but to inspire,
mentor and facilitate the learning process. The real work of learning belongs
to the individual child. Montessori said “no one can be free unless he
is independent”. Because of this, as Montessori educators, we remain
conscious of our role in helping each child to fulfil his or her potential
as a human being and of creating an environment for learning within which
children will feel safe, cherished and empowered.
After
compiling the materials in preparation for this audit, I feel confident
that what is happening for children at Airdmhor Montessori reflects our philosophy,
prepares children to be life long learners and to be able to “adjust
their sails to always reach their destination”
We look forward to your visit and discussions on what is happening for children
at Airdmhor Montessori.
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