Our Philosophy
The Montessori philosophy promotes each child's development of self-confidence, self-awareness, independence, the ability to concentrate, social kills, motor skills and creative intelligence. Children who participate in the Montessori curriculum, develop a lifelong joy for learning. The 'Children's House' offers the opportunity for children to work in multi-age groupings at their own pace.
The Yass Montessori Pre-School Philosophy has been reviewed and accepted a copy of the new Philosophy as follows:
Yass Montessori Pre-School Philosophy
Yass Montessori Pre-School aspires to provide an inclusive educational experience which is based upon the Montessori method of teaching and underpinned by the principles and standards of the National Quality Framework and Early Years Learning Framework.
At Yass Montessori Pre-School we believe:
The Yass Montessori Pre-School Philosophy has been reviewed and accepted a copy of the new Philosophy as follows:
Yass Montessori Pre-School Philosophy
Yass Montessori Pre-School aspires to provide an inclusive educational experience which is based upon the Montessori method of teaching and underpinned by the principles and standards of the National Quality Framework and Early Years Learning Framework.
At Yass Montessori Pre-School we believe:
- The first five years of a child’s life is a ‘sensitive period for learning’. A child’s love of learning is stimulated when learning experiences are child-centered, spontaneous and challenging
- The classroom environment ‘Children’s House’ is ordered, diverse and innovative. Where each child, learns and develops through interaction, exploration and discovery
- Educators inspire learning, drawing on intentional teaching practices, which are responsive to a child’s natural curiosity, and desire to ‘achieve a task for themselves’
- Play is an essential part of the ‘Child’s Work’, children in a Montessori environment learn best when provided with real life experiences and real life items, to practice mastery without being hurried
- Caring for all living creatures in a sustainable way develops a child’s sense of wonder and love for the natural environment
- That developing collaborative partnerships with families and the local community are vital in nurturing and caring for young children. We believe that the family is the most important resource to a child’s learning
- Aboriginal and Torres Strait Islander peoples way of knowing and understanding and honour their unique cultural and spiritual connection to this land
- The individuality of all peoples, families values, diversity, cultural beliefs, abilities and languages
- That children should be given every opportunity to be children, where learning is enjoyable and the environment inspires children to reach their fullest potential
- That families are a vital resource in their child’s learning and development
- Experiences established on the Montessori approach to learning, which assists children to develop a confident sense of self, where their views are heard and children are encouraged to think, act and create for themselves
The Montessori Philosophy
The Montessori philosophy is to enable children to develop self-confiedence, self-awareness, independence, the ability to concentrate, social skills, motor skills and creative intelligence.
Children under the Montessori system develop a joy for learning without rewards and punishment, and are self-critical in the learning process. Children work in multi-age groupings at their own pace.
Children under the Montessori system develop a joy for learning without rewards and punishment, and are self-critical in the learning process. Children work in multi-age groupings at their own pace.
Dr Maria Montessori
Dr Maria Montessori
Maria Montessori was truly a remarkable woman who was ahead of her time. She became well known for her advocacy of social reform through the education of children. She was born in Chiaravalle, Italy in 1870.
She became the first female doctor in Italy when she graduated from medical school in 1896. Her clinical observations in her medical practice lead her to analyse how children learn, how they construct themselves from what is in their environment. When Dr. Montessori became a director of a school for intellectually challenged children, she became interested in the work of Itard and Sequin. She was able to achieve remarkable results and these children competed successfully in public examinations. Dr. Montessori began to wonder what was possible to achieve using these methods with all children.
In 1906 Dr. Montessori accepted the challenge to work with sixty children of working parents in the San Lorenzo district of Rome. There she founded the first Casa dei Bambini or Children's House.
The Montessori method of education developed there, based upon Montessori's scientific observations of the children's effortless ability to absorb knowledge from their environment, as well as their sustained interest in manipulating developmental materials. Her method was developed based upon what she observed children did, naturally, themselves, unassisted by adults. Children taught themselves. This simple but profound truth formed the cornerstone of Montessori's life-long pursuit of educational reform, a reform that was built upon the child's self-creating process. She realised that children have a natural love of learning and that education is an 'aid to life' and must be provided in a secure and harmonious environment.
Today there are Montessori schools all around the world both in the independent and public sectors and Maria Montessori's work continues to grow, serving the needs of children in many countries.
She became the first female doctor in Italy when she graduated from medical school in 1896. Her clinical observations in her medical practice lead her to analyse how children learn, how they construct themselves from what is in their environment. When Dr. Montessori became a director of a school for intellectually challenged children, she became interested in the work of Itard and Sequin. She was able to achieve remarkable results and these children competed successfully in public examinations. Dr. Montessori began to wonder what was possible to achieve using these methods with all children.
In 1906 Dr. Montessori accepted the challenge to work with sixty children of working parents in the San Lorenzo district of Rome. There she founded the first Casa dei Bambini or Children's House.
The Montessori method of education developed there, based upon Montessori's scientific observations of the children's effortless ability to absorb knowledge from their environment, as well as their sustained interest in manipulating developmental materials. Her method was developed based upon what she observed children did, naturally, themselves, unassisted by adults. Children taught themselves. This simple but profound truth formed the cornerstone of Montessori's life-long pursuit of educational reform, a reform that was built upon the child's self-creating process. She realised that children have a natural love of learning and that education is an 'aid to life' and must be provided in a secure and harmonious environment.
Today there are Montessori schools all around the world both in the independent and public sectors and Maria Montessori's work continues to grow, serving the needs of children in many countries.