LEARNING AND DEVELOPMENT REQUIREMENTS
The learning and development requirements take into account the fact that children develop and learn in different ways and at different rates, and that all areas of learning and development are inter-connected and are equally important in contributing towards children's development. Montessori believed that children’s learning is intrinsically linked with child development and that it is not possible for children to learn until they are ready. As children mature and have access to a rich environment, supported by sensitive and knowledgeable adults, they will learn to follow their innate potential.
This area of the EYFS identifies the importance and influence that positive relationships and an enabling environment make in supporting children’s learning.
ENVIRONMENT DIRECTRESS (Teacher)
The triangle of the CHILD - ENVIRONMENT - DIRECTRESS - should:
- extend beyond the teacher and should include parents or carers and the wider community, without undermining the key role the Montessori director/ess plays in putting the child freely and independently into contact with the environment.
- It must also facilitate opportunities for extending the children’s development and learning in and beyond the classroom. The most significant relationship in the TRIANGLE is that between the CHILD and the ENVIRONMENT.
Children’s learning is facilitated by purposeful activities which are spontaneously chosen by the child as well as being adult-led and supported when appropriate. The child’s autonomy is valued and respected in Montessori settings as the most creative way for a child to develop naturally, in line with their intrinsic sensitive periods of development.
LINKS BETWEEN THE MONTESSORI LEARNING PROGRAMME (SCHEMES OF WORK) AND THE AREAS OF LEARNING AND DEVELOPMENT OF THE EARLY YEARS FOUNDATION STAGE
| AREAS OF LEARNING|| MONTESSORI LEARNING PROGRAMME DELIVERED INSIDE AND OUTSIDE THE CLASSROOM|
| PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT |
- Cultural activities.
- Ground rules, grace and courtesy.
- Role modelling by peers and adults.
- Life skills, Practical Life activities.
- Freedom to develop positive friendships, relationships and self-confidence through independence and freedom of choice.
| COMMUNICATION |
- Freedom of speech and opportunities for dialogue.
- Opportunities to develop listening, communication skills and vocabulary.
- Story-telling and books.
- Pre-literacy skills with strong emphasis on phonics.
- Literacy activities, including development of general skills, leading to writing.
- Language-rich environment.
| PHYSICAL DEVELOPMENT|| Children develop gross and fine motor skills, a high degree of hand-eye coordination and balance through Practical Life activities as well as:-|
- outdoor activities, including sand and water play;
- dance and gymnastics;
- health awareness;
- creative activities;
- all activities which maximise the flow and movement of each child through diverse and challenging environments.
| All areas of the learning programme give children opportunities for problem-solving and reasoning by virtue of the autonomy they are encouraged to access in the environment, in addition to the following:-|
- exploration of the environment;
- sensorial education and activities including work with shapes, sizes and patterns;
- cultural activities;
- counting activities in a mathematically-rich environment.
- Cultural activities.
- Exploration and care of the environment both inside and outside.
- Peace education including social graces.
- Special topics.
- Sensorial activities.
| EXPRESSIVE ARTS AND DESIGN || Individual children, small groups and occasionally the whole group engage in freely-available activities such as:-|
- art and craft;
- music and movement;
- drama and story-telling;
- spontaneous role-play usually occurring in a Practical Life area,
- Cultural area and/or during outdoor play.
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