Toddler Program
The Toddler Program is designed for children 18 months-3 years of age. Toddlers are introduced to age appropriate Montessori materials and are invited to make choices from a variety of activities designed to support their needs. The focus of the toddler program is to foster the development of basic trust and to assist the emerging personality by supporting the developing sense of self as an individual. The toddler’s senses of independence and order are encouraged and self-confidence enhanced through social and learning experiences. Music, movement, food preparation, snack, and outdoor play are all part of the daily routine.
From birth through three years of age, young children are characterized by the ability to learn ‘unconsciously’. The teacher must be aware of the sensitive periods of development for the toddler. These include movement, order, and language. In the Montessori Toddler classroom, we provide appropriate activities for these sensitivities or needs. We have an area devoted to the perfection of gross motor skills. Movement is extremely important to the toddler and should be restricted as little as possible as it helps to organize the central nervous system, allows the child to define himself in space and become aware of his personal boundaries.
Activities are designed to foster a sense of sequence and order. For example, the stacking cups are an activity involving size comparison and arrangement by size. The consumption of snack is also presented in such a way as to incorporate order and sequence. The child is encouraged first place a mat and a napkin on the ‘eating’ table. The child then selects a snack from the snack table, places it into a bowl, and carries the bowl over to the table that was previously prepared for eating. Only then may the child sit down and consume the snack. A child who wants juice must go back to the snack table, take a cup, pour some juice from the small pitcher, return to the ‘eating table’, sit down, and only then may drink the juice.
When snack eating is finished, the child stands up and pushes in his chair. The child cleans up by carrying bowl and cup to the sink, placing the mat into its holder, and putting the napkin and any leftovers into the garbage. Some of the older toddlers even wash their dishes. Consider how many steps are involved in this process! Toddlers are very capable and are able to grasp these ideas fairly quickly. The new toddler begins a few steps at a time, with the teacher offering only as much help as is necessary. Sequence and order are important in establishing a sense of routine, developing later organizational skills, and even in developing reading skills (size sequences are presented from left to right).
Language is extremely important to the toddler. Language is the child’s link to the environment. Toddlers want to know the names of everything. For this reason, the toddler environment includes many concrete and abstract language activities. Language cards are a very popular activity and the school has many sets from which to choose.
When introducing language to the toddler, teachers use the ‘three period lesson’. At first, teachers simply name objects for the child. Later (secondly), teachers ask the child to show us the previously named object (teachers name the object). And finally (thirdly), teachers ask the child "What is this?" at this point, the child gives the teacher the name, and has fully internalized the language given. Conversation, songs and books are all very important to the toddler. Much frustration is eased when the child learns to communicate his wants, needs, and emotions. We do a lot of talking!
Fine motor development is also an important aspect of the child’s growth. Puzzles are very important in this regard, and a large selection is available in the classroom. Many practical life activities are important in this area as well, as the toddler perfects the ‘pincer grasp’ that becomes so important as he begins to learn to write.
The school offers the young child a safe, nurturing environment with trusting caregivers who respect each individual. Our goal is to form a partnership with parents to assist the children as they embark on their first school experience, enabling the children to find joy in their growing independence and new discoveries, and to instill in them a love of learning.