Honors Program ( 5 – 6 Years )
“The essential thing is to arouse such an interest that it engages the child’s whole personality.”
– Maria Montessori
The early years are important years for all aspects of development. Honors program is an opportunity for children to experience active and engaged learning. This teaching strategies and project based learning is most successfully with 4 to 5 years old and first graders who are beginning to read and write.
The aim of TJA Honors program is to accomplish the following
Based on child-initiated learning activities, it will contribute to children’s short and long-term academic and social development.
Children have substantial control over the work undertaken extend beyond the early years.
Open an opportunity to follow their interests, to acquire new interests and to investigate a topic in depth can be highly beneficial for academic achievement.
It can assist social emotional development.
Children from the constructive approach based learning on child-initiated activities were more interpersonally interactive.
Potential benefit of the project approach is parents become involved and interested in their children’s work.
Curriculum goals for TJA Honors Program:
A project is an in-depth investigation of a given topic worth learning more about. The investigation is usually undertaken by a small group of children, minimum of 3 within a class an occasionally by an individual child. It is a research effort deliberately focused on finding answers to questions about a topic posed by the children, or the teacher working with the children.
Children mature at very different rates and their periods of readiness vary a great deal. The five and six years old can gain an early understanding of many difficult concepts which are the usual stumbling blocks in grade school. Long before he is faced with abstract terms (unit, fraction, etc), he explores them in simple concrete materials. For example, he can build a peninsula, put pictures on a timeline, act out verbs, “carry one” in addition, change ten units into one ten, add fractional quarters to make one-half, etc. The use of individual concrete materials accommodates many levels of ability.
The Montessori environment is a highly social one in which the children are continually interacting with and caring for each other. They are proud of their environment because they are directly involved with caring for it and contributing to it. The Montessori environment is designed to be a total environment, representing the child’s world. It is hoped that each child will achieve a feeling of self-confidence, enthusiasm and responsibility about his/her world, and a sense of satisfaction about him/herself. Children learn better when they can feel and see something, literally grasping it and channeling curiosity to obtain an understanding of how it works.
Children at this age will be encouraged to practice critical thinking, creative problem solving, collaboration effort and clear communication skills. The intriguing concrete materials let children explore the world through their senses, through touch and motion, and by observing and engaging with others. As children grow, the classroom materials grow with them in the sense that older children use the materials to explore curriculum in new and more profound ways.