The child needs no help, no intervention, only an occasional guidance ‘Help me to help myself’’, the child pleads. Thus every useless help is an obstacle to his development.
Millat follows the philosophy of Dr. Maria Montessori in its pre-primary section. The Montessori Method of education is perhaps, the most widely accepted system of education for children that being a constant source of pleasure, excitement and self discover. This method is designed so that the impetus of the holistic development of the child comes from the child himself/herself. The child is the centre of education and the teacher is aguide and observer in the process of learning. Environment (class room) are created in which the child’s personality can be made to blossrom and grow to its fullest potential. The Montessori system recognizes the crucial importance of child’s first six years of development. It is during this time that a child’s power of absorption is the highest and the lifelong attitudes and patterns of learning are firmly formed. Children in this stage are to be respected as different from the adults and as individuals who differ from each other. The child in this stage possesses an unusual sensitivity and intellectual ability to absorb and learn from environments that are unlike those of the adult, both in quality and capacity.
A Montessori classroom is in many ways different from a conventional classrooms. The prepared environment is suited to the child’s need for order. Every material in a Montessoari classroom has its ownplace and is kept in good working condition. The materials are also self correcting, allowing the children to find their own mistakes.
The activities in a Montessori classroom are constructive. The emphasis of the room is on children, they learn concentration, self confidence and self reliance. Children choose their own work tools from low, open , easily accessible shelves, enabling them to gain independence. The class is child-directed, not teacher dominated. Children are immersed in their work. The room is like a home for them – it’s their place.
The independence aspect may appear a bit foreign to some. We are accustomed to seeing a teacher as the star around which the children orbit : at Millat, the children are stars. The teacher is more of a guide, trained to respect children and to help them progress on their own unique path, Children work best when they are left to their own devices, and unwarranted interference on the part of an adult only serves to break their concentration.
The Montessori curriculum is a rich and wonderful experience for children, it is divided in to five interrelated sections.
Practical Life : This includes cleaning, polishing, , self-grooming, pouring liquids and solids
Sensorial : This applies to exercises that work on developing the senses, through a variety of intriguing exercises that isolate a sense, including smelling, tactile, auditory, visual discrimination and taste.
Maths : This involves the use of beautiful wooden material and incorporate sensorial aspects for better comprehension.
Languge : This is broken down into a variety of writing and phonics exercises.
Cultural Subjects : This is an enriching and diverse subject area, which includes Music, Art, Botany, Zoology, Physics, World Geography and International Culture.