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This curriculum overview reflects basic materials that will be converted into Toddler programs. Teachers utilize a multi-sensory approach, which addresses all learning styles. One of the essentials of early Montessori is largely based on the idea of the sensitive periods. The teachers observe carefully for their presence in each child’s development. There are eleven sensitive periods occurring from birth to age six. The sensitive periods that occur while a child is in the Toddler program are movement, language, small objects, order, music, grace and courtesy, and refinement of the senses. The four remaining sensitive periods occur between ages three and six when the child is writing, reading, and working with spatial relationships and math. Early Montessori offers a unique environment and specialized materials for students to accomplish these outlined goals.

The Environment

Specially designed activities and materials that will meet the Toddler’s interest in:

  • Movement

  • Independence

  • Order

  • Language

  • Music

  • Toddler size furniture which enables the child to explore the classroom

  • Gross motor play area into classroom

  • Safe environment

  • The child is able to explorer

  • The child is allowed to make choices

  • The child is able to have independence

  • The environment is fully equipped with materials

  • Practice Life consists of care of self, care of the environment and food prep

  • Each material or work is done in four phases choosing and placing a mat on the floor, talking chosen work to the mat, completing the work, and putting the work back on the self in its correct place


Toddler learns best through:

  • Purposeful movement

  • Self-chosen activity

  • Activity that fulfills the need of a sensitive period

  • Repetition

  • Concentration

  • Experiencing order

  • Organization

  • Social skills

  • Developing a sense of responsibility

  • Green motor control

  • Fine motor control

  • Listening to directions

  • Conflict resolution

  • Empathy

  • Patience

  • Impure control


Life Skills/Development:

  • Manners

  • Cooperation

  • Learning to use a soft voice

  • Ability to adjust to transition

  • Self-chosen activity

  • Learning to listen and follow directions

  • Completion of task

  • Response for materials and peers

  • Independence


Manner of working:

  • Self-direction

  • Work independently

  • Practice/repeat for internalization of skills

  • Follow directions

  • Partnership/team relationships

  • Concentration                      


Group/Circle Time:

  • Learning to sit in group

  • Learning to sit quietly

  • Singing

  • Vocabulary

  • counting and member recognition


Practical Life

  • Learning to carry a tray

  • Rolling up a mat

  • Putting work back on the self

  • Preparing for and cleaning up food

  • Pouring and sorting

  • Opening containers

  • Sewing and Stringing beads

  • Folding

  • Large peg Boards

  • Hammering

  • Stacking/nesting work

  • Wooden slicing work

  • Pouring with a funnel

  • Dusting

  • Sweeping

  • Table setting

  • Watering Plants

  • Washing hands

  • Toilet training

  • Putting on or changing clothes ex. socks and shoes

  • Wiping one’s nose


Language Development

  • Communication between adults and children (word for word exchange)

  • Reading books

  • Wooden Puzzles

  • Learning to express themselves

  • Learning to communicate needs

  • Vocabulary enrichment cards

  • Object discrimination

  • Object picture matching

  • Picture naming

  • Simple finger plays and movement to music

  • Classification of materials



  • Stacking and nesting cubes

  • Number Blocks and Puzzle

  • Sorting and counting Materials



  • Painting with watercolors on an ease

  • Crayons

  • Rubbings

  • Push pin

  • Cutting Work

  • Gluing

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