"The child has one intuitive aim, Self development. He desperately wants to develop his resources, his ability to cope with the strange complex world. He wants to do and see and learn for himself, through his senses and through the eyes of an adult. The child who accomplishes this moves into harmony with his world he becomes a full person. He is educated." – Dr Maria Montessori
The activities of daily living are an essential part of the educational process. In learning to care for himself and his environment the child builds independence and confidence.
The scientifically designed material offers the child information to build his budding intelligence. He becomes keenly aware of his environment by doing these activities and is able to classify his ideas.
Children in a Montessori environment enjoy mathematics. These activites help the child move from concrete experience to abstract ideas of quantities and operations through individually paced work.
Language learning is vital to a child’s progress. At srishti, the children constantly voice their opinions and feelings thus developing the ability to speak without inhibitions. This lays the foundation for well developed communication skills. Further the environment is rich with concrete materials and experiences. These prepare the child’s hands and mind for writing and reading, from the time he enters school.
Culture is broadly defined as any science or art brought into being by man. The child is exposed to as many elements of human culture as is possible. The emphasis is on the connection between different fields of study and a holistic vision is offered.
Montessori programs aim to help children reach their full potential in all areas of life. Specially trained teachers, who facilitate, guide and help (but do not impose their own will), allow the child to experience the joy of learning, the time to enjoy the process, and ensure the development of self-esteem. The system simply provides the experiences from which children create their own knowledge
In a Montessori environment the child is free to move and speak. He works and interacts with children of mixed ages in an atmosphere of helpfulness and co-operation. The environment designed with all his needs in mind.
Dr Montessori's observations of the kind of things children enjoy and return to repeatedly, aided in her design of several multi-sensory, sequential and self-correcting materials to facilitate learning. The goal of the material is an interesting one of aiding the child’s mental development and self construction. Children use the apparatus to develop coordination, attention to details and good work habits. The material is laid out in the classroom within easy reach of the child’s eyes and hands. The children enjoy the purposeful activities offered to them. The child uses the material to build his intelligence.
It is the adult who prepares the environment and the materials. She is a keen observer of the individual interests and needs of each child. Her daily plan proceeds from the observation rather than from prepared curriculum. She demonstrates the correct use of the materials as they are individually chosen by the children carefully watches the progress and keeps a record of their work. The mutual respect of the student and adult is the most important factor in this process.
Most learning activities are individualized, so that a child engages in a learning task that appeals to him or her and builds a positive attitude toward learning.