Academics

Academics

Christian Studies

 

Maria Montessori understood that the way to peace was to begin with the children.  Children are created to be filled with love, joy, wonder, trust, excitement, energy and innocence.   Filled with grace and compassion, Jesus said, "Let the little children come to me, and do not hinder them, for the kingdom of God belongs to such as these" (Mark 10:14).

 

 

 

Red Oak Christian Montessori School is nondenominational.  Our goal is to guide the children and model the Christian's life.  Our whole curriculum is centered around basic Christian principles found in the Holy Bible.  We look for God's hand all around us and in all we do.  

 

 

Practical life


 

The Practical Life area in a Montessori classroom provides an environment in which a child is able to meet his/her inner needs for independence.  With furnishings and utensils (not toys) being diminutive in size, a child at a very young age is able to manipulate his/her environment.

 

Objectives in this area:

  • encourage and develop independence, organization, orderliness, coordination, and concentration

  • increase judgment and memory

  • encourage exploration

  • enable real responsibility for care of self and the environment

  • encourage decision-making and problem-solving

  • practice and use of grace-and-courtesy in a real-life environment

 

 

 

 

​Sensorial

 

The Sensorial area of the Montessori classroom is designed to enhance sensory perception and to train the senses.  It is a fascinating area for the child containing attractive, brightly-colored materials which are sequentially arranged to slowly move the child from the concrete to the abstract.

 

According to Dr. Montessori, children who are of the age of 2  1/2 to 3 are ready for a more formal training to help them make sense of the huge accumulation of impressions which they have absorbed since birth.  The following senses are developed:  visual, auditory, tactile, olfactory, gustatory, stereognostic, thermic and baric.

 

 

Language


 

In the primary classroom (ages 3 - 6), the Language curriculum is divided into the following five areas:

 

Pre-Literacy
  • activities designed to stimulate the child's hearing and speaking of language which lead to vocabulary enrichment

  • activities to develop visual, aural, and sequential perception

Sound and Symbol

  • develops the child's awareness of the sounds he/she hears in speech

  • develops isolation of sound skills

  • preparation for writing

 

 

Writing

  • activities that develop a child's control of a writing instrument

  • introduction of strokes that are the basis for manuscript writing

  • introduction of the Moveable Alphabet  for the spelling of phonetic words

Reading - many methods are employed for reading, and as the Montessori Method  requires,               the child progresses from the concrete to the abstract

Analysis of Language

  • the function of words - nouns, articles, adjectives, conjunctions, prepositions, verbs, and adverbs

  • the study of words - compound words, singular and plural words, prefixes, suffixes, and alphabetizing

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Mathematics

 

In the Mathematics area of the classroom, it is of the utmost importance that the materials are sequentially arranged to move the child slowly from the concrete to the abstract.  Mathematics learned in this way lay a firm foundation for the abstract learning that is to follow. 

 

The mathematics curriculum (ages 3 - 6) is divided into different sections beginning with premath.  This area develops and identifies concepts a child must understand before formal math-training can be successful. These would include temporal relations (time), spatial relations, one-to-one correspondence, classifying, seriation, and equivalence.

 

Numeration and Operations follow.  These areas cover the relationship between quantity and symbol and the introduction to the decimal system using the Golden Bead  material.  Here, the understanding of quantity and symbol continue to develop as the child sees and feels the differences between place value categories.  The child also begins to form larger numbers using quantity and symbol while practicing the four math operations.

 

 

 

 

Parallel/Linear activities are introduced concurrently with the Golden Bead  material to reinforce the understanding of numbers up to 100 and then to 1000.  The students experience geometric differences and geometric progression.

 

Memorization of math facts is many times difficult for students.  Numerous activities are used to keep the child interested and successful.  Depending on the child's readiness, other activities include fractions, recognizing and counting money, and the telling of time.

Cultural Studies (Geography, History, and Science)
 
 

 

The Cultural Studies area in the Montessori classroom includes geography, history,

and science. 

 

Geography activities provide support for spatial orientation beginning

with the child at the center and spreading outwardly to encompass the world.  

The child is then introduced to the globe and progresses to the maps - hemisphere,

continent, and country.  Concurrently, other activities are introduced which

highlight different cultures in the world.

 

History curriculum (ages 3 - 6) incorporates time orientation. 

 

Science areas include earth science, life science, and physical science. 

 

Earth science introduces the children to the solar system, parts of the                                                                                                                                          

 earth, rocks/crystals, volcanoes, astronomy and weather.

 

Life science introduces the children to the very important concepts of observation, classification and subclassification.  Children enjoy observing and studying plants and animals in their natural settings.  This is also a most beautiful way to experience and learn about God's delightful universe.

 

The physical science area includes performing experiments.  Children really enjoy these times of hands-on discovery.  They are taught to

hypothesize, follow procedures, observe, classify, conclude, and (if old enough) to write-up their results.

 

  

 

 

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