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011 318 0482

Monday - Friday

07:00 - 17:30

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Carlswald branch

152 Surrey Rd, Carlswald

noordwyk branch

42 Liebenberg Rd, Noordwyk

Midrand Montessori Preschool and Primary SAMA (South African Montessori Association) Member School
Midrand Montessori Preschool and Primary - Department of Social Development Registered School
Midrand Montessori Preschool and Primary - Department of Health Registered School

© Copyright 2018 | All Rights Reserved | Midrand Montessori. Website design by Montessori Global

 

MIDRAND MONTESSORI

Midrand Montessori Pre-School and Primary is an intimate home-away-from-home that provides children aged 3 months to 12 years with a stimulating and enticing environment. They are given freedom to discover themselves and develop their individual personalities and talents within a controlled, calm atmosphere.

Our school is led by a team of dedicated and enthusiastic teachers that strive to prepare each individual child for a successful future. We believe in guiding our children to become confident and independent, instilling in them a sense of high self worth and esteem, with our motto being:

The children come first!

 

programs

INFANT CENTRE

TODDLER CENTRE

PRESCHOOL

PRIMARY SCHOOL

ACTIVITIES

 

152 Surrey Rd, Carlswald

carlswald

42 Liebenberg Rd, Noordwyk

noordwyk
ABOUT MONTESSORI
 

THE PREPARED ENVIRONMENT

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These videos are the copyright of South African Montessori Association

© South African Montessori Association 2019. All rights reserved.

montessori uninterrupted work cycle

 

NO REWARDS OR PUNISHMENTS

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These videos are the copyright of South African Montessori Association

© South African Montessori Association 2019. All rights reserved.

the importance of mixed age groups

the montessori guide

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These videos are the copyright of South African Montessori Association

© South African Montessori Association 2019. All rights reserved.

The Montessori Triad of learning

The Montessori Directress, the child, and the Montessori environment form the Montessori Triad of Learning. 

The environment is meticulously prepared by the Montessori Directress to support the child's developmental and learning needs. 

Within the structured environment, the child is afforded the freedom to work with materials that are developmentally appealing and carefully designed to meet the inner needs of the child.

The child

INDEPENDANT

CHILD

 

The montessori environment

freedom

Children in Montessori environments are afforded freedom of movement, freedom to socialise, freedom of choice, freedom to speak and freedom to work without interruption.

"Discipline must come through liberty. Here is a great principle which is difficult for followers of common-school methods to understand. How shall one obtain discipline in a class of free children? If discipline is founded upon liberty, then discipline itself must necessarily be active. We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. This is an individual annihilated, not disciplined."

Maria Montessori

STRUCTURE AND ORDER

"Order is one of the needs of life which, when it is satisfied, produces a real happiness.”

“... nature endows a child with a sensitiveness to order. It is a kind of inner sense that distinguishes the relationships between various objects rather than the objects themselves. … Such an environment provides the foundation for an integrated life.” 

Maria Montessori

Montessori schools provide the child with an ordered environment to satisfy the child's sensitivity to order. The curriculum is laid out in meticulous order and order is maintained to maximise the potential for learning during this sensitive period. 

BEAUTY

Great attention to detail is given when considering the aesthetics of a Montessori environment. In contrast to traditional learning environments, Montessori classrooms are furnished with natural and beautiful furniture and learning materials. There is a great emphasis on quality. Each piece of equipment is complete and beautiful. The overall effect is one of calm beauty, conducive to learning and optimal development. The subduction of external stimulation nurtures the inner drive to learn in the child. 

Montessori environments are filled with natural light, plants and child sized furnishings. They are homely and inviting.

NATURE AND REALITY

"A child, more than anyone else, is a spontaneous observer of nature"

Maria Montessori

Children between the ages of 0 and 6 cannot discern the difference between reality and fantasy. For this reason, Montessori environments are designed to give the young child a solid grounding in reality. The love of nature is nurtured and encouraged. Taking care of plants and animals in incorporated into the environment and curriculum to develop the child's sense of wonder in the world. They learn to be kind to all creatures and they learn to be environmentally responsible. 

SOCIAL ENVIRONMENT

Children are naturally social. Montessori environments encourage social development in many ways. Children are free to move about the environment and interact with each other from the earliest age. They are taught socially appropriate behaviour in the Grace and Courtesy lessons that form part of the Montessori curriculum. The are allowed to work in groups should they so choose. Vertical age grouping allows for older children to practice their nurturing skills and in the process are able to consolidate what they have learned and younger children are indirectly prepared for more challenging work by being in their presence. Montessori believed that vertical age grouping was vital for social development. 

“To segregate by age is one of the cruelest and most inhuman things one can do…” 

Maria Montessori

INTELLECTUAL ENVIRONMENT

Montessori environments are rich with intellectually stimulating and specialised Montessori materials that give children a concrete understanding in language, mathematics and cultural subjects. The materials are designed with precision and each piece has been carefully thought out to meet the needs of children as the pass through various stages of their development. The are designed to maximise the learning potential that the sensitive periods afford the child. The learning materials are engaging and from a very young age, children are drawn to them as the entice them to learn with a deep passion. Each piece has a control of error allowing the child the dignity of self correction. 

 

The montessori directress

"The training of the teacher is something far more than learning ideas. It includes the training of character. It is a preparation of the spirit."

Maria Montessori

 

The Montessori Directress is spiritually prepared to serve as a guide to the child's development. She is trained in meticulous observation and is able to identify the sensitive periods as they present themselves in each individual child in her care. 

"...the teacher's task is to first nourish and assist, to watch, encourage, guide, induce, rather than to interfere, prescribe or restrict."

Maria Montessori

The Montessori Directress identifies when the child is ready to receive a particular lesson, then to present it to the child with scientific precision, thereafter, to allow the child the freedom to process the lesson through repetition until the child is satisfied with the outcomes.

She is also the custodian of the environment. She maintains order and nourishes the environment on a daily basis to ensure that it remains an attractive and enticing learning environment.

 

"The greatest sign of success for a teacher is to be able to say, 'The children are now working as if I did not exist'."

Maria Montessori