Lower Elementary: 6, 7, and 8 year olds
Upper Elementary: 9 and 10 year olds
Because
Maria Montessori based her approach on developmental stages, the lower
elementary stage is characterized by the child’s entry into imagination.
Identified as the capacity to transport themselves in time and in
place, the imagination permits children to explore History and
Geography. Dr Montessori observed that at this stage in the Second Plane
of Development children begin to ask questions about the Universe, the
earth, life as it has evolved on earth, and their place in the Universe.
In response to their questions she developed the Great Stories, or
great lessons that set the stage for an integrated approach to the
curriculum offered to answer these questions. The first three great
lessons introduce children to:
- the formation of the universe, the solar system and the earth
- the evolution of life on earth
- the coming of human beings to earth
the fourth and fifth great lessons are about two great human inventions around which curriculum is structured:
- communication through signs, in particular the alphabet
- development of numbers
These five great lessons create a whole view, or overview of the
curriculum into which details, provided by the subsequent lessons, may
be place in relation to the whole and to one another. In this way,
education becomes a coherent, interrelated whole rather than an
assortment of unrelated pieces of information.
The Cosmic
education curriculum begins with the great lessons, instead of giving
children tiny, disconnected details, these stories give children a broad
vision their expanding intellectual power demands. They become the
framework for all subsequent lessons and activities, ensuring the
coherence of the curriculum. In response to the children’s interests
sparked by the great lessons the teacher prepares lessons to harness
those interests. The environment is designed to provides children with
space and uninterrupted time to follow those interests, for example in a
great work.
The great work consists of follow up work, which
completely absorbs them for an extended period of time. During such
work, children develop their ability to cooperate with others as well as
to concentrate for longer periods of time. This work consists of
building and expanding their understanding, repeating the lesson in a
variety of ways.
Montessori environments, prepared for children
from six to twelve have fully prepared science areas in which children
undertake experiments relating to all areas of science including:
- astronomy including the study of the planets and other astronomical phenomena
- physics and chemistry
- geography and geology
- biology including botany and zoology
When children enter the environment prepared for six to nine year
olds, the first science experiments they encounter reveal basic
knowledge that helps them understand:
- the formation of the solar system
- the earth and its parts
- life on earth and its beginnings
- the needs of plants and animals
Subsequent science experiments enable children to explore in more
detail topics in geography, history and biology. As children complete
the experiments and design some of their own, they learn about the
struggle of life to survive and evolve, and the benefits of this vast
work of millenia. Children come to see that they have a place in the
universe, and the web of life, as well as a responsibility to
contribute to their world in productive ways. As a result children begin
to engage in problem-solving activities relating to themselves and
their roles in the natural and social environment. Most importantly,
they learn that their life is full of meaning.