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    • Young Children’s House (18-30 Months)
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Fairport Montessori AcademyFairport Montessori Academy
Fairport Montessori AcademyFairport Montessori Academy
  • Home
  • About Us
    • About Our Family of Teachers
    • About Fairport Montessori Academy
  • About Montessori
    • About Montessori
    • About Dr. Maria Montessori
    • Choosing a Montessori School
    • Montessori Quality Assurance
  • Programs
    • Young Children’s House (18-30 Months)
    • Children’s House (3-6 Years)
    • Elementary House (6-12 Years)
  • Admissions
  • Contact

CHILDREN’S HOUSE
(3 – 6)

The Children’s House is an environment designed for young children. The combination of beauty and order attracts children to explore. Children choose activities, working purposefully and independently. The freedom to choose their own activity and to repeat as long as they like encourages self-directed activity and deep concentration. The activities meet children’s interests and developmental needs fostering spontaneous, self-directed choices.

There are four main areas in the Children’s House: Practical Life, Sensorial, Language and Mathematics. Considerable emphasis is also placed on cultural aspects such as music, art, geography, botany and zoology.

Practical Life: The activities of Practical Life instill care of the self, care of others and care for the environment. Many of these activities are ones children see done at home, such as sweeping, washing, ironing, arranging flowers, etc. Grace and courtesy support children’s social development. Children develop fine and gross motor coordination and control. They learn to work at a task from beginning to end and to assume responsibility for themselves and for their classroom environment.

Sensorial: From an early age, children seek to sort, order and classify their experiences and impressions of the world. The Sensorial materials attract children to explore these physical qualities of the world through his sense of touch, hearing, sight, taste and smell. Through this exploration, children refine their perception and form a basis for abstract thought. Precise language is attached to these sensorial experiences to support classification and self-expression.

Language: The Montessori environment provides rich spoken language including conversations, stories, poems, songs and finger plays. Sandpaper letters help children link the sounds and symbols of our written language, so that they begin to write before they read. As they trace these sandpaper letters they are practising the movements required to write these cursive letters. Earlier activities of Practical Life and Sensorial have prepared the hand and fingers for the act of writing. With the familiarity of the sounds of the letters, children discover that they can read back labels and messages. They are introduced to further keys to support the irregularities of reading English and to explore the function of words and structure of sentences. Children develop fluency and a deep appreciation of what they read.

Mathematics: Children’s minds have been awakened to mathematical notions such as dimension, gradation, identity similarity and sequence through sensorial experience. The concrete materials help children to develop a solid understanding of mathematical concepts, prepare them for reasoning and help develop problem-solving capabilities. Children learn to add, subtract, multiply and divide and to see the numerical, geometrical and dimensional relationships within the decimal system.

CHILDREN’S HOUSE
3-6

There are four main areas in the Children’s House: Practical Life, Sensorial, Language and Mathematics.

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Guiding Principles for a Montessori 3 - 6 Environment

The Prepared Environment

Physical Space

  • Overall the environment is ordered, clean and aesthetic
  • Complete set of Montessori materials as per the Training albums
  • Material for each activity is complete, clean and in very good condition
  • Materials arranged in orderly, sequential manner
  • Materials accessible to children
  • Narrow line on the floor for walking on the line
  • Furniture and equipment is child-sized to facilitate independence
  • Floor space to allow for work mats on the floor
  • Access to outdoor area for daily outdoor play
  • Access to outdoor area for extensions into nature, gardening, etc.
  • Access to washroom facilities
  • Access to water supply in classroom
  • Good lighting – source of natural light preferable

Intangible Atmosphere

  • There is a hum of activity
  • No rewards, punishments or coercion
  • Generally, there are no rules regarding the use of certain materials at certain times
  • Children may work at their own pace
  • There is mutual respect and courtesy between adults and children
  • Individual differences are respected and supported
  • Periods of reflection are respected
  • Minimum 3 hour uninterrupted morning work cycle plus further minimum 2 hour afternoon work cycle
  • Concentration is protected

The Children

  • Ages 2½/3 to 6 years together
  • Children complete full cycle in the same environment
  • Free to choose their own activities
  • May be directed by the Teacher at times, but there is no assigned work
  • Are engaged in a variety of activities from different areas of the program
  • Demonstrate concentration and care in the use of the materials
  • Use materials purposefully
  • Persist with an activity as they deem necessary
  • Repeat activities for as long as they deem necessary
  • Put materials away after use
  • Store finished and unfinished work
  • Occasionally select and compile samples of completed work
  • Free to help each other or show each other how to do things
  • Interact freely with each other and with the Teacher
  • Are happy and are purposefully engaged in their activities
  • The children’s movement is purposeful and orderly
  • Are responsible for themselves and for the environment
  • Demonstrate independence in their self-care and activities
  • Remain in one prepared environment throughout the day
  • Older children have opportunity for Extended Day/Full day in third year as minimum

The Adults

Teacher

  • Demonstrates: joy, patience, curiosity, humility, sense of humour
  • Allows for exploration and nurtures a sense of wonder
  • Prepares and maintains the prepared environment
  • Provides consistent limits to the children
  • Uses positive redirection
  • Models grace and courtesy with adults and children
  • Gives presentations (lessons) to individuals or small groups
  • Re-presents as needed
  • Rarely works with the whole group
  • Observes the children at all times
  • Takes time to observe individual children and the group as a whole
  • Demonstrates careful and precise movements
  • Uses a calm, soft voice
  • Uses clear, precise, complete language
  • Is emotionally available to the children
  • Promotes independence, yet assists children as needed
  • Assists children as needed in social situations/conflict resolution
  • Plans presentations for each child on a weekly/monthly/yearly basis
  • Keep records of presentations shown and of observations
  • Presents from all areas of the program as per the Training albums
  • Engages in regular professional development activities
  • Communicates regularly with parents outside class time
  • Assists parents to understand Montessori philosophy and pedagogy
  • One teacher per class

Assistant

  • Assists in the preparation and maintenance of the prepared environment
  • Non-teaching role
  • Reinforces consistent limits with the children
  • Uses positive redirection
  • Models grace and courtesy with adult and children
  • Uses clear, precise, complete language
  • Uses a calm, soft voice
  • Observes children at all times and is available to do so
  • Provides feedback to Teacher re: observations of the children
  • Protects presentations given by Teacher from interruption
  • Protects concentration of children by limiting interruptions
  • Promotes independence, yet assists children as needed
  • Assists children as needed in social situations/conflict resolution
  • Assists Teacher as needed
  • If assistant speaks a second language in the environment, she strives to speak it consistently

MEET OUR TEACHERS

MRS. MASSI’S CHILDREN’S HOUSE
Mrs. Massie

Mrs. Massie

Mrs. Massie is a mother of 2 children, both of whom attended Montessori School in their early years. With over 25 years of experience as an AMI-trained Montessori Directress, she currently leads the Children’s House at Fairport Montessori Academy and serves as the School Supervisor.

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Mrs. Nawal

Mrs. Nawal

Mrs. Nawal is a mother of 3 children and grandmother to 8 grandchildren. She an AMI-trained Montessori Assistant Teacher at Fairport Montessori Academy and supports Mrs. Massie as her lead assistant in the Children’s House.

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Ms. Martins-Valliere

Ms. Martins-Valliere

Ms. Martins-Valliere is a mother of 2 children. With over 20 years of experience as an Ontario Certified Teacher, she serves as the School Manager at Fairport Montessori Academy.

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MRS. ST-ONGE’S CHILDREN’S HOUSE
Mrs. St-Onge

Mrs. St-Onge

Mrs. St-Onge is a mother of 2 children, both of whom attended Montessori School in their early years. With over 15 years of experience as an AMI-trained Montessori Directress, she currently leads the Children’s House II at Fairport Montessori Academy.

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Ms. Nasturzio

Ms. Nasturzio

Ms. Nasturzio is an AMI-trained Montessori Assistant Teacher in the Children’s House II at Fairport Montessori Academy and supports Mrs. St-Onge as her Lead Assistant.

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Ms. Masri

Ms. Masri

Ms. Masri is currently completing her Undergraduate Degree in Gender and Women’s Studies at York University (Major).  She is also minoring in English.  She is fluent in 3 languages: English, French and Arabic.

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    Fairport Montessori Academy is a private school that is grounded in the Montessori philosophy of enriching young children (18 months to 12 years of age) and giving them the best possible head start in life.

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    • Fairport Montessori Academy
    • 1825 Manning Road, Whitby, Ontario, L1N 3M4
    • (647) 204-9824
    • info@fairportmontessori.com
    • www.fairportmontessori.com

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