A child is a discoverer. He is an amorphous, splendid being in search of his own proper form - Maria Montessori

General Questions

The Montessori method of education is a unique approach to learning. Rather than “teaching” a child the concepts and knowledge by rote, an environment is designed and set up to meet and to stimulate a child’s interest, to facilitate her/his understanding and to nurture their absorbent mind. BIMS’ main purpose is to develop a safe and happy place where each child can unfold and manifest the greater person within. As a child begins to develop her/his inner self, a love of life and learning expands continuously. Our style of education is not static or closed but is a reflection of each member of our community of families and teachers.
In most preschools, children are taught educational concepts in a group by a teacher while in a Montessori centre such as BIMS, children learn concepts and skills spontaneously as they work independently at their own maximum potential with the diverse materials and activities found in our classroom.
Most educators and psychologists today agree that the single most important period in the development of a person’s intelligence occurs between birth and age five. A child’s mind is extremely absorbent; grabbing knowledge from everywhere and thus natural curiosity is at a peak during these early years. When properly nourished, nurtured and stimulated, a child’s mind forms patterns and skills which will support learning throughout life. At BIMS, we incorporate an educational philosophy which reflects the work and discoveries of Maria Montessori with a blend of modern educational ideals. This proven style has a history of 100+ years and is considered to be one of the most effective and dynamic means to guide children during these critical early years.
The Montessori classroom is a child-sized world; whatever is in the outside world can be incorporated meaningfully into our learning environment. To a child, the world can be unmanageable-it is too big, too complex and too confusing. By our careful selection of materials and activities by our staff, a setting is set up which allows a child a place to explore life on a level she/he can understand. The materials and exercises are designed to stimulate independent exploration and discovery. This prepared environment entices a child to proceed at her/his own pace from simple activities to more complex ones. Through this process, a child’s natural curiosity is satisfied and begins to experience the joy of discovering the world around us. Materials and curriculum focus on Practical Life, Sensorial, Reading, Writing, Math, Geography, Science, Art and Music.
As the children develop their sense of pride in their “work”, a feeling of confidence, well being and joy begins to manifest it. A “new” child is born! A classroom of Montessori children is a joy to watch. There seems to be a spirit of respect, love and cooperation among the children that is not found too often.
The concept of freedom in the Montessori learning environment is a freedom within limits. A child is allowed to work freely so long as she/he does not disturb others. Actually, the children having the freedom to follow their own interests are generally happy and busily engaged in their chosen task or “work”.
The Montessori teacher is called a directress or guide because she/he facilitates the classroom activity. The guide carefully plans that environment with the interests of the children in mind and she/he helps the children progress from one activity to the next. She/he is trained to deal with each child individually, allowing each child to choose from many activities within her/his own range of ability. The guide will stand back while a child is working/playing and allows for the satisfaction of a child’s own discovery.
Socialization is a very important aspect of our daily routine at BIMS. In our classroom, you will notice children interacting continuously, choosing to work on activities together and older children helping younger ones. Each day there is some group activity and play outside.
The Montessori method is an “approach to learning” and as such has no distinction of class, culture, society or intelligence. It has been successfully implemented in countries around the world, in many cultures and languages but there is a common thread found in all: the materials. All children can thrive at BIMS if they are ready to make the transition from home to join us for at least two preschool sessions per week.
Children who have been attending Montessori based programs are generally very flexible and adjust easily to new situations including public school. They tend to be careful and respect students, spending their time in more productive ways because of their self discipline, self direction and positive attitude towards learning.
Maria Montessori outlined various periods of “sensitivity”. During these sensitive periods, a child is more capable of and interested in learning specific concepts. At age 3, a special sense of order, concentration, coordination and independence begin to emerge. This time is ideal to begin a child’s journey at Montessori as she/he is at the perfect period to build a strong foundation for future learning. A child may start their Montessori adventure at BIMS at 30 months of age.
Dr. Maria Montessori, over 100 years ago, was Italy’s first woman doctor. Using her scientific background, she began observing children in the children’s houses of Rome. Based upon her unbiased observations, she developed unique materials, a child-centered environment and was one of the first persons to revolutionize education by fostering respect for a child, freedom of expression, self-education and skill building through the use of movement and the five senses.

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