Our Morning Unfolds - A birds eye view of our morning 

   For a more detailed description of the educational experiences we offer, please see our Curriculum 

   page.                                              

 In the Garden 

 

  We have a relaxed beginning to the new day in our garden-play area where opportunities abound to observe nature and engage in gross motor and social play. 

 Opening Circle (“Line Time”)

 

   In the Pre-primary Class, outside time is followed by a time for community jobs in which the children take turns carrying out the various tasks which prepare their classroom for the day, such as feeding the fish, watering a plant, setting up the calendar, etc.  When our jobs are finished we come together for an opening circle  ("Line Time") in which we greet each other and the new day with an opening song, hear the weather report, and work with the calendar, talk together, and perhaps see something new that will be available for choosing in the classroom. This is a joyful time when the sense of belonging to a small community prevails. 

 

The Transition class eases into this gathering time slowly over time. We begin our year without this gathering and the teacher watches for that moment when children are interested in coming together as a group. Then we begin singing and movement together at the start of the day.

Time to Choose and Enjoy

Independence within a Community

 

     The children choose from amongst the many learning materials offered in the classroom and in the outside areas.  A child may choose to work either alone or with others.

 

         This is a time when children can develop independence while remaining part of a community.

 

Because each child is fulfilled through self-chosen work and secure in the knowledge that no one may interfere with his or her work, interactions between the children tend to be non-competitive.  When two children choose to work together, they are more likely to cooperate, because they have entered into their shared play freely. 

                                                                                                 

Language Development   

 Vocabulary building activities, the natural dialogue which accompanies the children's self-chosen work, and social interactions enhance the child's emerging ability to think with language and to communicate verbally. Open, respectful communication amongst children and adults is modeled and valued for the building of self-esteem and mutually satisfying relationships.

 

The Role of the Teacher

 

The teacher serves as observer and guide to the children, giving them direction and help to facilitate their own independence while being careful not to intrude upon their work or interrupt their concentration.   Prior to the school day the teacher has spent time in careful preparation of the environment based upon her observations of the children’s needs and her knowledge of child development.  We invite you to our "Curriculum" page for descriptions of the kinds of experiences available for the children's choosing.

                                                                                          

Non-Competitive Interaction

Because children are free to choose the work that appeals to them, to learn at their own pace, and to work either alone or with another, each child develops a desire to be part of the community and a love of learning for the satisfaction that it brings to the child.

 

 

Conflict Resolution

At Garden Gate Montessori School a special effort is made to support children in their efforts to resolve conflicts by providing them with the necessary communication skills through a process they all know and love as the "Peace Talk." .  We see these learned skills independently applied by the children once they have been introduced to them.

                               

Good-bye Circle     Singing, movement, and stories typify our closing circle time together.  There is a sense of closure to our morning as children prepare for the next step of their day.