Lower Elementary Program (Ages 6 Years – 9 Years, Grades 1–3)
Pinewoods Lower elementary classrooms are typified by the young child doing big work. These classes are guided by two teachers and two assistants as children in these multi-age classrooms enter Montessori’s second plane of development. These years are identified by several characteristics: the reasoning mind, focus on social relationships, a sense of justice, extended imagination, interest in the extraordinary, “Big ideas” and an enormous potential for work.
This period of development is full of exciting landmarks. Students begin to ask deeper questions and learn to marshal the resources required to answer them. They can carry out more complex projects over a longer period of time and our classrooms allow for that extended engaged learning. The lower elementary environment is designed for exploration and discovery. Hands-on / minds-on materials allow students to manipulate objects and to witness causal relationships concretely. The freedom to explore different areas of the curriculum is vital to the program and essential in constantly satisfying the student’s inherent curiosity.
They also begin to establish a sense of self in relation to social groups and express interest in cultural and social structures. This is a very social stage of development so educators design ample opportunities for collaborative work within the class and during extended outdoor explorations. Following the Montessori method, educators are continuously asking what is relevant to the developmental needs of each child and offering choices that support their interests and ability.
This period of development is full of exciting landmarks. Students begin to ask deeper questions and learn to marshal the resources required to answer them. They can carry out more complex projects over a longer period of time and our classrooms allow for that extended engaged learning. The lower elementary environment is designed for exploration and discovery. Hands-on / minds-on materials allow students to manipulate objects and to witness causal relationships concretely. The freedom to explore different areas of the curriculum is vital to the program and essential in constantly satisfying the student’s inherent curiosity.
They also begin to establish a sense of self in relation to social groups and express interest in cultural and social structures. This is a very social stage of development so educators design ample opportunities for collaborative work within the class and during extended outdoor explorations. Following the Montessori method, educators are continuously asking what is relevant to the developmental needs of each child and offering choices that support their interests and ability.