Montessori Alliance

Communicating

 

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PDF A3 Poster – Communicating

 

Theme: Communicating

Aims

Learning Goals

Montessori Approach

Children will use non-verbal communication skills.

Montessori Classroom

Child is gaining knowledge of himself, his environment and how to act & interact with others within it. Adult is alert for non-verbal cues ad child may not have attained the vocabulary to communicate orally.

In partnership with the adult, children will

  1. use a range of body movement, facial expressions, and early vocalisations to show feelings and share information
  2. understand and use non-verbal communication rules, such as turn-taking and making eye contact
  3. interpret and respond to non-verbal communication by others
  4. understand and respect that some people will rely on non-verbal communication as their main way of interacting with others
  5. combine non-verbal and verbal communication to get their point across
  6. express themselves creatively and imaginatively using non-verbal communication

 

  1. Encourage active listening skills; opportunities to share thoughts & feelings by using movement. Adult models non verbal communication by smiling, laughing, clapping etc.
  2. Circle Time – discussions which allow each child to take his/her turn and listen to others. Provide activities/pictures/games which enable children to identify feelings.
  3. Grace & Courtesy exercises.
  4. Grace & Courtesy – how we share, give & take things. Diversity – awareness of differently-abled children
  5. Modelled by adult & encouraged through the way children interact with each other, the material in & outside the class.
  6. Free choice of work/activities. Time & encouragement given to imagining.

 

Aims

Learning Goals

Montessori Approach

Children will use language

Montessori Environment

Child is aware of language in the womb, music reaches parts of the child language can’t reach & has the power to set mood. Child is encouraged to talk within the setting; his opinion is asked for and acted upon. His ideas are treated with the respect they deserve. The Right of the child to have and express an opinion is protected. New words are sought out & used in everyday classroom life by adult & child.

In partnership with the adult, children will

  1. interact with other children & adults by listening, discussing & taking turns in conversation
  2. explore sound, pattern, rhythm, & repetition in language
  3. use an expanding vocabulary of words & phrases, & show a growing understanding of syntax & meaning.
  4. use language with confidence & competence for giving & receiving information, asking questions, requesting, refusing, negotiating, problem-solving, imagining & recreating roles & situations & clarifying thinking, ideas & feelings
  5. become proficient users of at least one language & have an awareness & appreciation of other languages
  6. be positive about their home language, & know that they can use different languages to communicate with different people & in different situations
  1. Circle time – discussions which allow each child to take his/her turn and listen to others. Topics initiated by adult & child
  2. Diverse range of experiences including poems, rhymes, songs. Sensorial exercises in sound, help child identify subtle differences.
  3. Language exercises start with hearing the sounds/learning matching symbol & continue up to simple grammar.
  4. Freedom of speech enables child to ask questions, enquire, etc., Social Skills alert the child to social cues which are necessary for child to appreciate in order to communicate successfully.
  5. Language materials can be created to use with other languages. Simple Irish words, phrases, stories & songs are used within the setting.
  6. Culture materials give the child an awareness of the different languages used – using circle time & materials.

 

Aims

Learning Goals

Montessori Approach

Children will broaden their understanding of the world by making sense of experiences through language.

Montessori Environment

The Montessori Curriculum starts with the Universe and gradually focuses on the Earth the continents and the people & culture on each thus giving the child a sense of being part of his own culture & connected to wider society. Books, pictures, word cards, definition cards, songs, videos all allow the child to broaden their understanding of the world. Numeracy and Literacy are presented in a concrete way using materials the child can touch & explore. Ideas & concepts are presented in a child appropriate way but the language used is rich and not dumbed down

In partnership with the adult, children will

  1. use language to interpret experiences, to solve problems, and to clarify thinking, ideas and feelings
  2. use books and ICT for fun, to gain information and broaden their understanding of the world
  3. build awareness of the variety of symbols (pictures, print, numbers) used to communicate, and understand that these can be read by others
  4. become familiar with & use a variety of print in an enjoyable and meaningful way
  5. have opportunities to use a variety of mark-making materials and implements in an enjoyable and meaningful way
  6. develop counting skills, & a growing understanding of the meaning and use of numbers and mathematical language in an enjoyable & meaningful way
  1. Variety of materials available for group & individual work. Task & definition card accompany later language, math & culture exercises.
  2. Library – simple fact books/first experience books. Culture materials include booklets and simple reading cards
  3. Language & Math materials equip the child with the knowledge of symbols & how there are used.
  4. Library incls variety of books which are not only different in topic but also in shape/print/texture etc.
  5. Crayons, pencils, coloured pencils, markers, paint, are used throughout language, math & culture materials as well as Art & Craft work.
  6. Mathematic exercises incorporate quantity, symbols, addition, and subtraction etc., Proper mathematical terminology used. Opportunities to use mathematics in real world situations such as measuring ingredients for baking, counting plates for lunch time etc.,

 

Aims

Learning Goals

Montessori Approach

Children will express themselves creatively and imaginatively.

Montessori Environment

Adult educates herself and enables the child to explore his own creativity without trying to put her own stamp on it.  The child is in control of what he does and how he does it. But adult creates tailor-made solutions aimed at encouraging the child to try new experiences. Sufficient and a variety of materials are available for child to use. Adult ensures materials are not misused which offer security and consistency to every child. The opportunities for creativity abound in the outdoor environment & should be valued by adult

In partnership with the adult, children will

  1. share their feelings, thoughts and ideas by story-telling, making art, moving to music, role-playing, problem-solving, & responding to these experiences.
  2. express themselves through the visual arts using skills such as cutting, drawing, gluing, sticking, painting, building, printing, sculpting and sewing
  3. listen to and respond to a variety of types of music, sing songs and make music using instruments
  4. use language to imagine and recreate roles and experiences
  5. respond to and create literacy experiences through story, poetry, song, and drama
  6. show confidence in trying out new things, taking risks, and thinking creatively
  1. History materials include a book of the Child’s Day, timeline of Child’s Life which the child makes by bringing in photos or drawing pictures. Art & Craft, Music & Story-time which elicits child’s opinion are used to explore feelings, thoughts and problem solve.
  2. Culture exercises give child the opportunity to make his own books. Cutting exercises. Insets for Design, Threading etc.,
  3. Music and moving to music. Walking the line to music. Music instruments of the world. Music basket. Songs from around the world.
  4. Child is shown and uses real things where possible and is led from these ‘concrete’ experiences to abstract concepts where the child is required to use his imagination.
  5.  As 1.
  6. Adult praises the work the child has done whether good or bad because the child has spent time and effort in its creation. Inbuilt control of error in many of the exercises means the child knows when he makes an error and corrects it himself. Child has freedom of choice, he can take anything he chooses from the shelf, adult is there to guide and assist child.

Source: Aistear Toolkit & Montessori Alliance 2012

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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