Academics | Medina Montessori

By providing an attractive, enjoyable, organized and child-centered environment, our Toddler program at Medina allows children to be free to safely explore and experience the learning-rich, prepared environment. Each day includes time for individual and small group activities, circle, snack and outdoor play.
The toddler room is filled with materials that encourage children to touch, grasp, listen, smell, manipulate, and acquire and practice language. Practical life activities are the heart of the Montessori classroom, and offer all of the developmental benefits of movement and language.
Children practice sequencing and matching, refine gross and fine motor skills, and extend their concentration. The activities range from stringing beads to self-feeding and toilet learning to food preparation.

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The Toddler program allows for heightened flexibility in scheduling to meet the needs of the youngest students. They rest on low cots so they can go to their own space when tired during the morning, with minimal assistance. Snack and meal times are guided by child need.
As children progress and adjust to the daily routines, they begin to have a regular schedule with the whole class.

Observe

the child’s needs

Create

a developmentally appropriate environment

Support

the child’s growth and development

Protect

the integrity of the child’s work

Our classrooms provide a safe place to:

explore and move (That’s how they learn);

practice independence

learn social skills

learn how to communicate

explore emotions

SCHEDULING

Schedule options

Medina Montessori curriculum at the Primary level addresses the needs of the whole child and is based on the Montessori planes of development. The curriculum is designed to promote the students’ cognitive, physical, social-emotional, spiritual, and psychological development.
Activities provide purpose, procedure, closure, and opportunity for success. Our curriculum integrates Dr. Maria Montessori’s fundamental philosophy of the child and the core areas of Practical Life (including grace and courtesy and care of self, others, and the environment), Sensorial, Math, Language, Peace, and Cultural Subjects (including Geography, Botany, Zoology, Physical Science, Art, and Music).
The learning environment is student-centered and designed to promote the development of order, coordination, concentration, independence, cooperation, collaboration, inner discipline, self-motivation, self-regulation, and respect for self, others, and the environment. Self-directed learning includes choice, learning from built-in controls of error, and completing cycles of work by choosing, completing, and returning materials.

Order & normalization

The classroom is designed to appeal to the child’s innatesense of order. Montessori materials reflect the natural order found in all creation. The Montessori teacher is trained to follow a precise methodology in harmony with the child’s fitrah to support the integrity of the whole child. The child is allowed to return to a state of normalcy and the true nature of the child emerges that is “salih” naturally living in harmony with self, others, and the environment by Allah’s will. “A unique type of child appears, a ‘new child’; but really it is the child’s true ‘personality’ allowed to construct itself normally.”

Absorbent mind

Dr. Maria Montessori observed that children of the ages 0-6 experience sensitive periods in which they possess an enhanced ability to absorb information from the environment and are able to develop particular skills rapidly. The infant learns to roll over, sit up, walk, talk without explicit instructions by adults. This inner teacher is what allows each child to construct knowledge. “The child has a type of mind that absorbs knowledge and instructs itself… Within a child there is a very scrupulous teacher.”

Independence

We believe that all living things are endowed with an inner drive to grow and develop according to a divine plan and that the human being is set on a path at birth toward self-realization. We support and encourage the child’s natural quest for independence by providing easy access to age appropriate materials, allowing freedom to explore the prepared environment and offering assistance only as needed. “Any unnecessary assistance to a child is a hindrance.” Concentration: We allow children to work without interruption so as to achieve a state of deep concentration that is at once calming to the spirit and supportive of the child’s truenature (fitrah). “The essential thing is for the task to arouse such an interest that it engages the child’s whole personality.”

Physical coordination

We appreciate the deep connection between the physical andthe spiritual self. We see this wisdom in the fact Allah (swt) ordered our prayer to involve movements that profoundly impact the soul. At Medina Montessori we incorporate coordinated movement into the curriculum to enhance not only the physical but also the cognitive, emotional and spiritual development of the child. “It happens that if a child is prevented from using his powers of movement as soon as they are ready, this child’s mental development is obstructed.”

Peace Education, Concern for Others and the EnvironmentChildren ages 6-9 have a keen sense of justice. The Elementary Montessori program includes peace education, conflict resolution and community building as part of the curriculum. Children learn to address concerns directly with classmates in the Peace Corner or raise unresolved issues with the class during weekly community meetings. Leadership and citizenship skills are developed as each child assumes responsibility for leading the morning meeting each day and the community meeting on Friday where issues concerning the whole class are discussed and solutions agreed upon by the students themselves. The children at Medina Montessori serve as hosts for guests who visit the class and at all Open Houses. They are responsible for maintaining the class environment, providing snack and for the care of class plants, pets, composting and organic garden.

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Environmental Stewardship
At Medina Montessori, children are passionate about the environment! Children are keenly aware of the need to protect and preserve the environment and are outraged by the use of chemical pesticides and artificial fertilizers on our plants. They understand their impact on our water, soil and food sources. As a Zero Trash classroom, all plastic is recycled. Paper and food scraps are composted. They are learning sustainable living practices and raised money to purchase a rain barrel to collect water and a worm composting bin to convert our food scraps and recycled paper into rich soil for their garden. Children have learned that the widespread use of genetically modified seeds has caused long lasting damage to the Earth's soil and are learning more sustainable methods of growing food that is also more nutritious! Insha'Allah, the children will collect seeds this Fall to re-plant in the Spring. For one week during the summer each child assumes responsibility for caring for and harvesting the vegetables and herbs in their garden.
Learning Outside the Classroom
An essential element of the Elementary Montessori Program is learning that takes place outside the classroom. During the 6-9 year period the child's horizons are expanding and opening up to a virtually limitless quest into the world outside herself. Children in the second plane of development are no longer content to remain inside their homes and schools.They need field trips and excursions to give them experience of the world outside their own limited surroundings.
The DC metro area is blessed with countless resources. Medina Montessori children are out exploring their community every Friday touring local museums, recycling centers, organic farms, attending workshops at local nature centers and visiting theaters, libraries and parks, to name a few.

Wholistic Education

We view knowledge as a whole. Each year begins with the the Story of the Creation of the Universe, which leads to the study of physical science, history, biology, language and math. Children perceive all areas of the curriculum as interconnected. And realize all humanity are one family.

Belief in a Divine Plan

At the Elementary Montessori level children reflect on the interdependence of all creation leading to greater understanding and awareness of a divine plan in the perfect unity and order in the universe.

Cosmic Education

Cosmic Education poses life’s essential questions: “Who am I?” “Where did I come from?” “Why am I here?” as each child begins the quest to discover his or her unique talents and purpose in the world.

Individualized Instruction

The classroom is prepared in such a way as to allow each child to explore, learn, study, and grow according to the natural plan developing his or her unique gifts, fostering creativity and promoting self-discipline and independence.

The 3rd plane of development, from ages 12-18, marks the beginning of adolescence and the end of childhood. At this stage, adolescents resemble in many ways the first stage of development. Often referred to as “social newborns,” adolescents become extremely sensitive and self-absorbed. They are in a period of rapid growth and need adequate food and sleep to sustain rapid growth. They also need time for reflection and to “just be.” The practice of tadabbur, or deep and contemplative reflection, is a vital component to this stage of development. Students start wondering about their place and purpose in this life.
Key Concepts at the Adolescent stage. PhysicalAdolescents experience drastic physical and and neurological growth. Because of this, adolescents require more rest and consistent sleep routines. Their brains are rapidly developing, and undergoing a process known as "neural pruning"- where their brains start retaining information that is most useful, and shedding information that is not used. The term "use it or lose it" is a key part of this stage.
EmotionalIncreased self awareness makes them highly self conscious and sensitive to criticism, prone to self-criticism, emotional ups and downs, and egocentrism. They feel an increased desire for autonomy, along with susceptibility to peer pressure. It is a time characterized by a tendency toward courage and creativity.
SocialThey seek solidarity with peers and crave greater independence from adults. They are concerned with human welfare and dignity, and may engage in novelty-seeking and risk-taking behaviors as a tendency to express courage and creativity.
Cognitive Adolescents are critical thinkers who consistently ask “why.” They are creative and have the desire and ability to reason and debate.

Metacognition

Adolescents develop the ability to reflect, plan ahead, see the future consequences of an action, and provide alternative explanations for events.

Moral and Social Development

As part of a protected and caring community, adolescents learn the important moral and social skills that they will need to navigate the world as an adult.

Valorization

Through the act of purposeful work, the adolescent finds meaning and purpose . Learning economic independence is an important way that adolescents are “valorized,” or given value. The adolescent program is meant to simulate the real-world environment for students. They are expected to create and manage a small business as part of their curriculum.Work on the land and daily chores are also an integral part of the daily curriculum.

Erdkinder

Through experiences of everyday life and its responsibilities, adolescents will practice what it takes to become a contributing member of a wider society. “Erdkinder” was a term coined by Maria Montessori, meaning “children of the earth”. This term was used to describe the preparation of adolescents for the larger world around them. Essential components include :*Nature Based Education*Real Life Experience*Entrepreneurship