AMI trainers are having spirited discussions about this topic and I feel that everyone should feel encouraged to explore and experiment as to what ‘Montessori All Day’ can be in a culture such as ours in the 21st century.
Recently, our primary summer course students explored variations with the Sensorial materials. When we speak of variations, we refer to something which the child does spontaneously out her own activity with the material. These spontaneous inventions are an important aspect of the child’s interactions with the materials; they result from the discoveries she is making based in the purposes of the activity. Variations are never shown to the child – this would rob the child of the joy and certainties of her own discoveries.
Have you ever wondered how to introduce the clock in your classroom? Below is a statement from the Scientific Pedagogy Group of the Association Montessori International to clarify the use of the clock in the Children's House. Following it, there is a link to a document that details how MNW introduces the clock (and calendar) in our Primary teacher training courses.
In order to best preserve and showcase this rich history, we've recently launched a new pictorial timeline. In it you can see the faces of many of the people who have made MNW such a fun and dynamic place to learn. But there are still gaps.
Do you remember the description that Montessori offers in The Discovery of the Child, in which the Golden Bead materials that she had originally designed for the Elementary children instead became adored and cherished by the 4 and 5 year olds in the Primary classroom?