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Montessori and traditional...


Dear parents, to know what is original about our school and how it differs from regular kindergartens, look closely at the following comparison of the traditional kindergarten and the Montessori kindergarten:

Classroom is equipped with toys and common teaching aids, the space is divided into the playing part and sleeping part – it is not structured according to the educational offer Classroom space is conceptually structured according to the educational content of the so-called centers of activities – the center of practical life, the center of sensory education, the center of mathematics, the language center, the center of cosmic education.Class equipment does not include regular toys but special teaching aids.
The teacher chooses, submits and controls educational content and offer, what activities the children will perform. The teacher only offers activity and the child chooses, according to their interest and needs. The main principle of teacher’s access to a child is so-called shared responsibility. The teacher gives the child a free choice in choosing a job. At the same time, he helps him choose such an activity for which he cannot decide himself. He must motivate the child sufficiently. It gives freedom to the child so he is able to take responsibility. The teacher becomes involved when a child is bored, unable to choose an activity, or where the rules are violated. Furthermore, the teacher supports and helps children who need help. They try to gradually accompany the child to the stage of their own responsibility.
It proceeds according to the rhythm given by the teacher.  

It proceeds individually, according to the learning pace of each child.

The collective organizational form prevails. The individual or group organizational form prevails.
The child is all the time led by a teacher during the day. The child has the freedom to discover, to know and to try himself, but he has to observe the rules.
Many things are based on playing a role and ideas. Orientation to reality – real life (they correspond to both teaching aids based on real life and activities offered to children – focus on self-sufficiency and self-service of the child). Teaching aids do not provide small children with the world’s miniature, children work with authentic things, only proportional to size.
All children are treated equally – children are taken to be at the same stage of development at that age. Each child recognizes a sensitive phase – in different ages there are sensitive (developmental) periods for development – the teacher must know these periods well, respects the individuality of children.
Common toys The equipment includes “teaching aids” and daily necessities.

  • Teaching aids and classroom material are organized to help children develop a sense of order, concentration, coordination and independence;
  • A large number of used material is based on the needs of the child at many different stages of development;
  • The material is sorted from the simplest to more complex and is presented in logical order throughout the year
Materials and toys are out of focus on specific skills. The teaching aids are very specific – they are always divided according to the skill they develop, (color, measurement, comparison, lacing), eg – for color – colored boards, for understanding the length of the rope, for lacing the laces – lace frame, each aid is only for one skill or knowledge – so-called isolation of one property. The teaching aids are also built-in so-called error control. Principles of teaching aids: isolation of one characteristic, work with error, three-stage teaching, limits – borders, work with contrast, work with pairs, aesthetics of material
In classrooms there is so-called “working noise”, children are noisy, even though they play in spontaneous activities. Disturbing elements, eg manipulation of furniture or toys, etc. Part of the course is also SILENCE, PEACE AND HARMONY. Children are led to work in silence in order to support the focus of work with the teaching aid. Children are taken to consideration of others, considerate manipulation with furniture (eg handling a chair – a specific layout, not a shout). There is a lot of activity going on in the class, but it’s not noisy.This is also used while working on an ellipse.


You may be interested

  • Pre-requisites for starting attendance – What children have to manage before attending
  • Day in our Kindergarten – What does the day look like at the Montessori Kindergarten and Primary School
  • Differences between classes – Montessori classes in Ostrava

  • Enrollment – 4th April, 16th April

    The enrollment for the school year 2019/2020 4. 4. 2019 16. 4. 2019 Time: 15.00 – 17.00 Come with a child.  In case your date or time does not match, please contact us at 739 527 100 or at info@montessoriostrava.cz Capacity for children is limited.  More information about enrollment.

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  • EVERYTHING you need to know about us IN 5 MINUTES

    Is this your first time here? Great! We have prepared a microsite for you that will reveal everything essential about our school and kindergarten within 5 minutes. You will find out: how we teach how we develop skills jak to u nás probíhá what our parents think about us Let’s start.

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