Montessori Curriculum: The Montessori Philosophy

Montessori curriculum is based on the research and findings of Dr. Maria Montessori (1870 - 1952). Montessori evolved a philosophy of human development that would later spark major educational movements and influence child development approaches throughout the world up to this day.

Montessori's method is structured around and promotes the child's natural, self-initiated impulse to become absorbed in an environment and to learn from it. Based on her observations, Dr. Montessori developed specific materials, techniques and curriculum areas that assist each child in reaching his or her full potential.

We guide the children in developing an understanding of and connection to humanistic values through the lens of Judaism. Each year we focus on the central mitzvah theme of Tikkun Olam (repairing or caring for the world.) We accomplish this by incorporating many mitzvot (commandments) into our curriculum. Throughout the year we weave into our studies many meaningful mitzvot including, for example, shmerat hagoof (honoring one’s body and caring for oneself), tzedakah (supporting those in need), l’ovda ul’shomra (caring for the earth), gemilut chasadim (acts of kindness), and havat shalom ben adam l’havero (making peace amongst friends.) This part of our curriculum is a unique feature of our Jewish Montessori track.

Each month features a special calendar theme or themes. In September we introduce the concept of marking time with the calendar in both English and Hebrew. We study the end of the summer and the upcoming fall, how we have grown, all of the fall Jewish holidays, the authentic and age-appropriate Thanksgiving story and the seasons. This part of the curriculum helps the child begin to develop his or her own sense of personal history as he or she feels a connection to the cycles of the year.

Focus areas in science and Geography include but are not limited to the continents, including the countries, cultures, flags and maps of each, and oceans, Zoology, centering on the five vertebrate groups (animals with backbones) and invertebrates, plants, such as the parts of the flower and tree, the layers of the Earth, the solar system, rocks and minerals and any other subject that sparks the interest of the children. We also promote our relationship with the environment and respect for nature. Our Geography units focus on the ecology of the areas studied.

Our Jewish Montessori track is part of an emergent curriculum, which builds upon the interests of the children. It is often spontaneous and responsive to the immediate interests of a group of children. Topics are driven by ideas, excitement, information and questions from the children themselves. Through the emergent curriculum, our teachers become research partners with children, seeking answers to questions and supporting investigation. Our school is their laboratory, offering the materials and tools to inspire each child. Teachers recognize moments when they can support children by asking a provoking question, providing a tool, sharing a story or helping seek an answer. We support and guide learning as it emerges naturally inside the school, in the natural world and in our community as a whole.

The main focus of the Jewish Montessori curriculum is the one-on-one, individualized learning experience. Within a Montessori program, children progress at their own pace, moving on to the next step in each area of learning as they are ready. The areas include language, mathematics, science and culture, Practical Life and Sensorial. Who each child is individually, what his or her abilities and interests are, and what his or her unique needs are guide the work of the each teacher and impact upon the entire community of children. We prepare and adapt our environment so that each child can reveal him or herself and then each teacher can act upon those observations. The Montessori academic curriculum allows us to meet each child where he or she is and to move forward from that point.