the elementary communities
Ages 6-12 years
The elementary environment reflects a new stage of development, ages six to twelve, which can be identified by three main characteristics:
the child moves from concrete to abstract thinking,
the development of reasoning ability,
and a focus on social relationships.
As these characteristics develop, the child more consciously takes initiative of her learning experience. She begins to direct her questions, explorations, and connections based on personal interests and desires.
The Montessori elementary environment offers the following:
Integration of the arts, sciences, geography, history, and language into the learning experience evoking the native imagination and abstraction of the elementary child.
Presentation of the formal scientific language of zoology, botany, anthropology, geography, geology, etc., exposing the child to accurate, organized information and respecting the child's intelligence and interests.
The use of timelines, pictures, charts, and other visual aids to provide a linguistic and visual overview of the first principles of each discipline.
Presentation of knowledge as part of a large-scale narrative that unfolds the origins of the earth, life, human communities, and modern history, always in the context of the wholeness of life.
A mathematics curriculum presented with concrete materials that simultaneously reveal arithmetic, geometric, and algebraic correlations.
Emphasis on open-ended research and in-depth study using primary and secondary sources as well as other materials.
As in the younger Primary years, the Montessori materials are a means to an end. They are intended to evoke the imagination, to aid abstraction, to generate a world view about the human task and purpose. The child works within a philosophical system asking questions about the origins of the universe, the nature of life, people and their differences, and so on. On a factual basis, interdisciplinary studies combine geological, biological, and anthropological science in the study of natural history and world ecology.
At OLMS, our Lower Elementary community enjoys a beautiful environment with a full array of Montessori materials and a Montessori-trained Lead Guide. As students move into the developmental stage when learning can happen more abstractly (pencil and paper become primary, concrete materials are used less), they transition into our Upper Elementary community.
In the OLMS Upper Elementary, Dr. Maria Montessori’s philosophy of the child is upheld and the practice of creating a prepared environment for self-paced, self-directed student work is maintained. Learning is primarily acquired through oral and written means, with opportunities for hands-on learning and discussion groups. A fully trained teacher facilitates student learning through through individual and small group lessons, according to each child’s ability and pace. Students work through their daily tasks independently and with peers, and there are ample opportunities for group collaboration on academic and cultural projects. As an extension of the practical life learning from the Primary years, one might also find our Upper Elementary students crocheting, flipping quesadillas to serve a school lunch, or crafting leather goods!
“It is like the sun the appears at dawn, or a flower just beginning to bloom. Education cannot be effective unless it helps a child to open himself up to life.” ~Maria Montessori