“Montessori” is the philosophy of education that bears the name of Dr. Maria Montessori, the first woman doctor in Italy, who devoted her adult life to the observation and study of children.
The Montessori philosophy, developed by Dr. Maria Montessori, is a child-centered educational approach based on scientific observations of children from birth to adulthood. Dr. Montessori's Method has been time tested, with over 100 years of success in diverse cultures throughout the world. The Montessori philosophy revolves around the belief that a child has a natural eagerness for knowledge and is capable of initiating learning in a supportive, thoughtfully prepared learning environment. It is an approach that values the human spirit and the development of the whole child—physical, social, emotional and cognitive.
Rather than "teaching" a child concepts, the Montessori environment is designed to stimulate the child's interest and facilitate understanding / learning capacities without interference. In this environment the child can unfold spontaneously and manifest the greater person within. According to Maria Montessori, "the child is the father of the man." The child begins to develop within the foundations for a lifetime of creative learning: thirst for learning, favourable attitudes toward school, and habits of concentration, initiative, order, and persistence”.
Most educators and psychologists today agree that the single most important period in the development of a person's intelligence occurs between birth and age five. A child's mind is extremely absorbent and curiosity is at a peak during these early years. When properly nourished and stimulated, the child's mind forms patterns for learning that serve them well throughout life. The Montessori system of education has proven to be one of the most effective methods to guide a child through these critical years.
The Montessori classroom is a child-size world. Whatever is in the world outside can be incorporated meaningfully in the Montessori classroom. To a child, the world is overwhelming—it is big, complex, and confusing. By careful selection of materials by the teacher, an environment is set up that allows the child a place to explore life on a level he / she can understand. The materials or exercises are designed to stimulate independent exploration. This prepared environment entices the child to proceed at his / her own pace from simple activities to more complex ones. Through this process, the child's natural curiosity is satisfied and the child begins to experience the joy of discovering the world.
Children arrive at the school at 8:30 am. When the children arrive, they are warmly greeted by one of the staff and encouraged to put their bags away. They take their foot wear off and keep them in the designated area. With many of the youngest children, help from an adult or older child is often needed. The ultimate goal of all activities in the classroom and school is for the child to learn to accomplish the task independently. Once this is achieved, the child not only experiences the freedom and confidence that comes with self-sufficiency, but they now have the ability to help a friend.
Once inside the classroom, the children are free to choose activities that have been specifically designed for their use. During the first part of the year, the children are invited to a circle at the beginning of each school day. During this time the children attend large group lessons, share thoughts and ideas, problem solve, and play educational games. This is also a time when teachers may read out loud to the children. At the end of circle time, the “work cycle” begins and the children are free to choose work from the environment. As the year progresses and the children begin to assimilate the environment, circle time takes place at the end of the morning. This practice avoids interruption of the children once they are engaged. Children are free to eat their snack at will.
Upon entering the classroom during the “work cycle”, newcomers to the environment are often surprised at how engaged the children are in their respective activities. One quickly notices how independently and cooperatively the children are working. It is not uncommon to see the teacher giving a lesson to a few children, while the rest of the children work intently in different areas of the classroom.
Each classroom is equipped with classic Montessori materials, and materials made by the teacher that follow the Montessori curriculum. These didactic materials are developmentally designed to allow the children to learn from doing. During the work cycle, teachers present lessons using the materials. The children, through using the materials, are able to absorb fundamental concepts of language, mathematics, sensory development, cultural studies (science, geography and history), and everyday living skills.
After the morning work cycle, the children gather and begin to transition to the outdoor environment. In addition to outdoor play, teachers use the outdoor environment for educational purposes, as the Montessori curriculum emphasizes contact with, and exploration of, the natural world. For younger children enrolled in the Morning Program, pick-up is done at the playground as the outdoor play time winds down to an end. For children staying for Day Care, lunch is eaten after outdoor play, followed by a quiet time or naptime for those who need it. The afternoon work cycle begins after quiet time and is a time for further exploration and learning. As the regular Montessori school day comes to an end, the Extended Day Program(??), guided by Montessori staff, offers children a relaxed and familiar after school environment until 6 PM(??).
As the children develop their sense of pride in their work, a feeling of confidence, well-being, and joy begins to manifest itself in each child. A general spirit of respect and cooperation among the children emerges.
The Montessori teacher facilitates classroom activity. She carefully plans the environment in the interests of the children, and she helps children progress from one activity to the next. She is adept at identifying when a child is ready to receive a particular type of input (“periods of sensitivity”). She is trained to deal with each child individually, allowing the child to choose from many activities within his/her range of ability. She stands back while the child is working and allows the child the satisfaction of his/her own discovery.
The concept of freedom in the classroom is a freedom within limits. A child is allowed to work freely so long as the child does not disturb others. Actually, the children having the freedom to follow their interests are generally happy and busily involved in their work.
Maria Montessori outlined various periods of "sensitivity” for different ages. During these times, a child is capable of, and interested in, learning specific concepts. To cater to the child’s varied needs, we at Anthea have programs for children between the ages of 18 months to 2 ½ ( Stepping Stone/Toddler Environment) and for children between ages 2 ½ to 6 years of age (Primary Environments).
The Montessori system is to be viewed as a preparation for life, rather than an initiation to ‘regular school’. The Montessori system naturally leverages this inquisitiveness to give children qualities that will help them all their lives. It is never too late to start Montessori!!
Children who have been in a Montessori environment are generally very flexible and adjust quite easily to the traditional elementary schools. They generally spend their time in productive ways because of their self-direction and positive attitude toward learning. Montessori children are quite adaptable since they have learned to work on their own without constant supervision.
Teaching our children to adjust to change without undue fear and anxiety is one of life’s important lessons…for all children, Montessori-schooled or otherwise. The Montessori Method is all about developing such coping tools through building confidence, independence, and problem solving skills. As a result, most Montessori students are actually more adaptable than their non-Montessori peers, both academically as well as socially.
Children in Anthea have learned principles such as courtesy, respect, positive decision-making, conflict resolution, and more. These skills serve them well as they adjust to new schools and meet new people.
Socialisation is very much a part of the Montessori philosophy. Each day there is group activity and outside play. Additionally, in the classroom, you'll notice children interacting continuously, choosing to work on projects together, and older children helping younger ones. The children are allowed to communicate openly and joyfully with each other throughout the day.
The Montessori Method is an "approach to learning" and, as such, has no distinction of class or intelligence. It has been used successfully in all parts of the world and in all types of programs.
Montessori preschools have extensive materials, an encompassing environment, and a continuously trained staff. These elements can often cause tuition in Montessori schools to be higher than other preschools. When practiced right (as in Anthea Montessori), the Montessori pedagogy produces children that grow up to be responsible and successful citizens of the world. The end result, to quote a popular credit card ad, PRICELESS!!
The school was established in May 2015.
The children have to be dropped at 9 am and picked up at 11.30 am.
The children can stay longer, but will be part of the Day Care, till they turn 4 years. Once the child turns 4 years, it is mandatory for the child to be part of the Primary Environment till 2 pm.
It is in this third year . . .
there will be an explosion of learning” -Dr. Maria Montessori
This implies that children who turn 4 years will be ready and capable of doing a lot more challenging work. These children are in the process of transitioning from the pre-school level to the regular schooling scenario. Children here are readied for the same.
No, not yet.
We have been settling children in year after year and have almost arrived at a formula for what works best ☺. We request a quick drop off at the gate. The teachers and support staff will be there to receive the child. It is in the best interests of your child. Establishing a routine as early as possible is the best way to go about settling down the child. It takes about six to eight weeks at least before the child can completely settle in. This is a part of their growth and it is best handled sooner rather than later.
Anthea has its presence in two locations: Jubilee Hills and Madhapur.
The fee is to be paid in two installments. One in June and the other in November.
We do provide transportation –only within a certain radius of the school and in limited routes. Transport is available only on school days. On days the school has holiday, children enrolled in Day Care cannot avail transport facility. They will have to make arrangements to be dropped off and picked up.
We do have the option. The service is outsourced to SAGE Organics. We only help connect you with the vendor. We are doing our best to inculcate healthy eating options in children. We request parents to refrain from sending unhealthy snack/lunch.
We do not have a uniform. Children can wear comfortable clothing/footwear which allows them to move around freely. We request parents to send them in clothes that the children can comfortable get off and get into. We do have a school T-shirt which is mandatory for children to wear during school trips/excursions.