Toddler Program
Sonnet Montessori’s toddler program is open to children age 16 months to 32 months. Our toddler program offers very young children a unique year of self-development in a tender atmosphere of special understanding, respect and support. The toddler is able to experience the joy of learning while preserving the spontaneity, initiative, and curiosity inherent in him. Each child is treated as an individual and allowed to develop at their own pace while being supported and encouraged to grow in the areas of independence, concentration and self-discipline.
The Toddler Community activities offer both quiet and active times throughout the day. We encourage children to choose activities which interest them, and a significant part of our day is child-initiated activity. We also have teacher-directed circle times as well as one-on-one presentations by the teacher on a daily basis.
PRACTICAL LIFE
Practical life activities help a child gain control in the coordination of his movement, gain independence, and adapt to his society. They also stimulate the intellect and develop the ability to concentrate and problem solve.
We believe that a child’s sense of independence is essential to their emotional and social development. Activities may include:
- Self-care. Putting on shoes, hand washing, toilet learning, drinking from a cup
- Food preparation. Pouring water, slicing bananas, spreading butter on bread
- Care of environment. Sweeping, wiping up spills, watering plants, folding napkins, gardening.
LANGUAGE
Montessori said, “To talk is the nature of man.” Language is the necessary means of communicating and functioning in society. The toddler years are especially formative in developing spoken language, laying the foundation for developing the ability to read, write and communicate effectively in later years.
Hearing – Children are talked to and conversed with throughout the day, with careful attention given to correct articulation, pronunciation, and grammar so that their vocabulary and comprehension of spoken language is established. Storytime is essential to this process.
Talking – Children are encouraged to learn words and speak them, converse with teachers and with one another. Objects, pictures, and books are available for the purpose of naming. They are encouraged to learn and use words for the feelings they experience. They learn songs and poems and have the opportunity to share their experiences during circle time.
Introduction of Letter Sounds – Children are introduced to sandpaper letters and taught the sounds as a foundation for written language (reading, writing) when they enter the Children’s House at age three.
SENSORIAL
Through sensorial exploration, children are able to make classifications of their environment, which in turn stimulates the child to organize his thought and then to adapt to his environment. The sensorial exploration also lays the foundation for mathematics (classification, discrimination, concentration and problem-solving.)
Activities may include:
- Visual – Using their eyes to differentiate between objects of varying size, form, and color. The Pink Tower, Brown Prisms, Red Rods
- Chromatic – Learning to differentiate the primary, then secondary and eventually gradients of color. Color Tablets.
- Stereognostic – Using their hands to enhance their understanding of an object. To understand “curve”, they must feel a ball.
- Tactile – Using their fingertips to distinguish between different grades of fabric and/or cloth.
- Baric – Using their hands and arms to distinguish between light and heavy objects in the room.
- Thermic – Using their hands to distinguish between hot and cold items such as metal, stone, and other objects in the classroom.
- Olfactory – Using their sense of smell to distinguish between smells of various herbs and spices.
- Auditory – Using their sense of hearing to distinguish between sounds and voices.
- Gustatory – Using their sense of taste to distinguish between salty, sour, sweet and bitter
LARGE MOTOR ACTIVITIES
Developing large motor skills is essential for the physical, mental and emotional well being of a child. Children have outdoor activity twice daily using the playground, garden and sandbox. They also participate in large motor activities in the classroom, perhaps doing stretches, simple exercises, or dance and other movements.
Each child’s progress intellectually, physically, socially and emotionally is carefully observed and recorded by teachers and kept in each child’s file. Parent-teacher conferences are held in spring and fall, during which time the teacher will review these records with parents. Parent-teacher communication is dialogue is encouraged throughout the year.
DAILY SCHEDULE
7:00-8:30
Arrival/Free Play
8:30-9:45
Montessori Program Begins
Snack
9:45-10:30
Circle Time
10:30-11:30
Outdoor Play or Inside Large Motor Activities
11:30-12:15
Lunch
12:15-2:15
Nap
2:15-3:00
Snack
Circle Time
3:00
End of Montessori Program
3:30-4:30
Afternoon Program Begins
4:30-5:30
Outdoor Play or Indoor Large Motor Activities
Free Choice Activities
5:30-6:00
Quiet Time/Reading
Departure
