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Nov 242015
 

Montessori Lesson

Montessori Cloth Folding Lesson Activity

AREA

Care of the person

AGE

Three – three and a half

MATERIALS

  • First square – stitches marking stitched line
  • Second square – stitches marking diagonal
  • Third square – stitches marking two stitched
  • Four square – stitches marking to diagonals

DIRECT AIM

Fold cloth along the stitches

INDIRECT AIM

Concentration, preparation for geometry, fine motor movements

PRESENTATION

  1. Begin work cycle
  2. Place first square on work mat and smooth out.
  3. Place stitches of cloth to run parallel to you body
  4. Use index and middle finger of right hand and trace stitches left to right
  5. Grasp bottom corners of cloth with both hands in pincer grip and fold cloth away from you so that corresponding corners meet.
  6. Trace along stitching form left to right with index and middle finger of right hand
  7. Using index and middle finger of right hand to pat along fold to create a crease.
  8. Place Second Square on work mat and smooth out.
  9. Place stitched line of cloth to run parallel to you body
  10. Use index and middle finger of right hand and trace stitches left to right
  11. Place index finger of left hand on left top corner of cloth the cloth to support the folding process.
  12. Grasp bottom right of cloth with right hand in pincer grip and fold cloth away from you so that the top corresponding corners meet.
  13. Trace along stitching form left to right with index and middle finger of right hand
  14. Using index and middle finger of right hand pat along fold to create a crease.
  15. Place third square on work mat and smooth out.
  16. Place one of the stitched lines of cloth to run parallel to you body
  17. Use index and middle finger of right hand and trace stitches left to right
  18. Grasp bottom corners of cloth with both hands in pincer grip and fold cloth away from you so that corresponding corners meet.
  19. Trace along stitching form left to right with index and middle finger of right hand
  20. Using index and middle finger of right hand pat along fold to create a crease.
  21. Place next stitched line of cloth to run parallel to you body. To do this turn the entire cloth around.
  22. Use index finger  and middle finger of right hand and trace stitches from left to right
  23. Place left index finger on to left-hand side of cloth.
  24. Grasp right hand corner of cloth in right hand in pincer grip and fold cloth away from your body so that corresponding corners meet.
  25. Trace along stitching form left to right with index and middle finger of right hand
  26. Using index and middle finger of right hand pat along fold to create a crease.
  27. Place fourth square on the work mat and smooth out.
  28. Place one of the stitched lines of the cloth to run parallel to you body
  29. Use index and middle finger of right hand and trace stitches left to right
  30. Place index finger of left hand on the left corner of the cloth to support the folding process.
  31. Grasp bottom right corner of cloth with right hand in pincer grip and fold cloth away from you so that corresponding corners meet.
  32. Trace along stitching form left to right with right index and middle finger.
  33. Using index and middle finger of right hand pat along fold to create a crease.
  34. Place the next stitched line of the cloth to run parallel to your body.
  35. Use the index and middle finger of your right hand and trace stitches left to right.
  36. Place left index finger on left corner of the cloth.
  37. Grasp bottom right corner of cloth with right hand in pincer grip and fold cloth away from you so that corresponding corners meet.
  38. Trace along stitching form left to right with index and middle finger of right hand
  39. Using index and middle finger of right hand pat along fold to create a crease

CONTROL OF ERROR

Stitches show if cloth is not folded correctly

EXTENSIONS

Folding table napkins, pillow cases, dish towels

VARIATIONS

Teaching vocabulary like meridian, diagonal, parallel

Folding different types of napkins

Doing Origami

Folding Fancy Napkins

Nov 242015
 

Montessori Lesson

Montessori Tweezing beads Presentation

AREA

Practical Life

Elementary Movements

AGE

3 ½ years

MATERIALS

Soap pad, tweezer, small beads in a container

 

DIRECT AIM

Tweezing beads from container onto suckers of a soap pad.

INDIRECT AIM

Eye hand co-ordination, develop pincer grip, patience and concentration, dexterity, strengthen fingers

PRESENTATION

  1. Invite the child to begin Work Cycle.
  2. The child places the tray on the mat in front of the adult.
  3. The adult pushes the tray to the top edge of the mat.
  4. Remove the container and place on the left of the mat, the soap pad on the right and the tweezers to the front of the mat.
  5. Grasp tweezers in a pincer grip with thumb on left grip and index finger on the right grip.
  6. Position tweezer over the bowl and tweeze one bead securing by applying gentle pressure on right and left grips.
  7. Move hand over to the first sucker on soap pad and lower tweezer.  Place bead on sucker by gently releasing pressure on the grips.
    Repeat procedure moving from left to right until the suckers on soap pad have been filled.
  8. To return the beads to the container, tweeze the beads one at a time from each of the suckers into the container working from left to right.
  9. Replace the container on the left of the tray, the soap dish to the right and the tweezers in front.
  10. Bring tray to the centre of the mat.
  11. Invite the child to have a turn.
  12. End the work cycle.

CONTROL OF ERROR

Spilling beads

Picking up (with fingers) spilt beads

EXTENSIONS

Tweezing smaller articles such as rice

VARIATIONS

Tweezing different articles onto different surfaces/containers

Nov 242015
 

Montessori Lesson

Pouring through a funnel presentation

AREA

Practical Life

Elementary Movements

AGE

3 – 4 years

MATERIALS

A glass bottle, jug filled with (coloured) water, cloth.

DIRECT AIM

To pour water through the funnel into the glass/bottle.

INDIRECT AIM

Fine motor skills, eye hand co-ordination, concentration, develop strength in fingers, develop pincer grip, visual discrimination, dexterity, bilaterality, crossing the midline,estimation,

PRESENTATION

  1. Invite the child to begin Work Cycle.
  2. The child places the tray on the mat in front of the adult.
  3. The adult pushes the tray to the top edge of the mat.
  4. With right hand, remove the glass, jug and cloth from the tray and place both on the mat.
  5. With right hand grasp the handle of the jug. The four fingers are through the handle and the thumb is positioned at the top of the handle.
  6. With your left hand hold the funnel just above the glass bottle ensuring that it does not rest in the bottle but that it is constantly supported by your left hand.
  7. Using your right hand lift the jug and bring it over to above the funnel.
  8. With your right hand, rotate the jug so that the water pours through the funnel into the glass. Indicate to the child with a deliberate look that enough water has been poured into the glass.
  9. When enough water has been poured into the glass through the funnel, rotate the jug to its original upright position
  10. Move the jug over to the right hand side of the mat and place it down.
  11. Move the funnel to the centre of the mat away from the glass/bottle.
  12. Pick the cloth in your right hand and dab any droplets from the funnel.
  13. Pick the glass/bottle up in your right hand and move it over to the jug.  Position it over the top of the jug and pour the water back into the jug.
  14. Pick the cloth up in your left hand and again dab any water droplets.
  15. Place the glass down on the mat to the left of the jug.
  16. Return the work to the tray.
  17. Bring tray to the centre of the mat.
  18. Invite the child to have a turn.
  19. End the work cycle

CONTROL OF ERROR

Spilling any of the water.

Overfilling the glass/bottle.

EXTENSIONS

  • Pouring through a funnel:
  • into different shaped glasses.
  • into two stemmed glasses of equal size.
  • into two stemmed glasses of unequal size
  • Filling the sunlight bottles in the environment

VARIATIONS

Pouring different things such as beans,rice,salt.

Using different sizes of funnels.

Nov 242015
 

Montessori Lesson

Montessori Pouring water Lesson Presentation

AREA

Practical Life

Elementary Movements

AGE

2 ½ to 3 years

MATERIALS

Two identical jugs, water, a cloth, tray and mat.

 

DIRECT AIM

Pouring water from the right hand jug into the left-hand jug then from left jug into right jug.  A cloth is to be used to wipe the lip of the jugs.

INDIRECT AIM

Concentration, eye–hand co-ordination, patience, hand control, eye convergence.

PRESENTATION

  1. Invite the child to begin Work Cycle.
  2. The child places the tray on the mat in front of the adult.
  3. The adult pushes the tray to the top edge of the mat.
  4. Remove the jugs one by one from the tray to the mat with the dominant hand in fluid movements ensuring the full jug is on the right.  The cloth is placed at the front of the jugs.
  5. Grasp the handle of the jug with the index and middle fingers of the right hand.  The right thumb is placed on top of the handle.
  6. Stabilise the underside of the jug with index and middle fingers of the left hand.
  7. Gently tilt and pour.
  8. Wipe lip with cloth.
  9. Replace jug and cloth on mat, cloth in front.
  10. Repeat for other hand.
  11. Replace jugs one by one on the tray ensuring full jug is on the right.
  12. Place cloth to the back of jugs.
  13. Place tray on centre of mat.
  14. Invite the child to have a turn
  15. End the work cycle.

CONTROL OF ERROR

Spilling water.

EXTENSIONS

Pouring into smaller jugs.

VARIATIONS

Pouring coloured water, milk.

Nov 242015
 

Montessori Lesson

Montessori Pouring beans Lesson Presentation

AGE

2 ½ to 3 years

MATERIALS

Two identical jugs, beans, tray and mat.

DIRECT AIM

Pouring beans from the right hand jug into the left hand jug then from left jug into right jug.

INDIRECT AIM

Concentration, eye–hand co-ordination, patience, hand control, eye convergence.

PRESENTATION

  1. Invite the child to begin Work Cycle.
  2. The child places the tray on the mat in front of the adult.
  3. The adult pushes the tray to the top edge of the mat.
  4. Remove the jugs one by one from the tray to the mat with the dominant hand in fluid movements ensuring the full jug is on the right.
  5. Grasp the handle of the jug with the index and middle fingers of the right hand.  The right thumb is placed on top of the handle.
  6. Stabilise the underside of the jug with index and middle fingers of the left hand.
  7. Gently tilt and pour.
  8. Replace on mat.
  9. Repeat for other hand.
  10. Replace jugs one by one on the tray ensuring full jug is on the right.
  11. Place tray on centre of mat.
  12. Invite the child to have a turn.
  13. End the work cycle.

CONTROL OF ERROR

Noise of spilling of beans.

EXTENSIONS

  • Use of smaller grains i.e. as rice.
  • Pouring into smaller jugs, containers.
  • Picking up (with fingers) spilt beans/rice.

VARIATIONS

Different types of beans, rice.
 

 

Oct 142015
 

Montessori Lesson

Montessori Botany Cabinet and 3 sets of corresponding Cards

MATERIALS:

Three sets of Leaf cards.

Set 1 – Solid Outline

Set 2 – Thick Outline

Set 3 – Thin Outline

OBJECTIVES:

To make the child familiar with, and to teach him the appropriate leaf shape names.

To lead the child towards abstraction.

To refine the child’s reasoning powers.

Preparation for reading and writing.

Co-ordination of Movement.

CONTROL OF ERROR:

There is a card for each inset.

AGE:

3 plus years.

PRESENTATION 1:

1. This is an individual exercise done at the table or on the floor on a floor mat.

2. Bring the first Tray to the mat and place it in the centre of the mat. The child sits on your non-dominant side.

3. Take the leaf cards from the Solid set and lay them out around the tray.

4. Lay a card out to the left-hand side of the tray, lay two cards out in front of the tray and lay the last card out on the right hand side of the tray.

5. Remove the insets slowly and gracefully by grasping the little white knob. Place them on their matching solid cards ensuring that the blue solid shape is totally covered.

EXERCISE 1:

The child works with the exercise as presented.

EXERCISE 2:

On another day, invite the child to work with the second drawer, and so on working with each drawer in succession.

The child places the leaf inset on to each card in turn.

EXERCISE 3:

Later, the child repeats the exercise with:

The broad outline cards

The thin outline cards.

EXERCISE 4:

The child continues working until he can use all 3 drawers and all 3 sets of cards together at one time.

Game 1:

1. Select a drawers of the cabinet and place it on a mat at one end of the room, ensuring that the children can see the shape.

2. Take the solid set of the cards, show a child the card and ask him to fetch the corresponding wooden inset.

3. When he brings it, let him fit it over the card. Show another card to another child and continue in this way until all the cards and insets have been matched.

Game 2:

4. Select a drawer from the cabinet and place it on a mat at one end of the room, ensuring that the children can see the shape.

5. Take an inset this time, show a child the inset and ask him to fetch the corresponding card.

6. When he brings the card back, let him fit the inset and card together.

7. Show another inset to another child and continue in this way until all the cards and insets have been matched.

Game 3:

1. Place two mats on the floor a good distance apart.

2. A variety of insets are placed on one mat and assorted cards are placed on the other mat.

3. Point to one inset and ask the child to bring the corresponding card. Specify whether it should be solid, a thick outline, or a thin outline.

Game 4:

1. Spread all the cards from set 1 on the table.

2. Place set 2 on another table and place all the leaf drawers from the cabinet on a third table.

3. Mix the cards from set 3 and give a few to a group of children.

4. Ask them to find the corresponding insets and cards to those they have been given.

5. In doing so they have to remember the leaf shapes they have been given.

Game 5:

1. Using two sets of leaf cards e.g. The solid and thick outline, share out one set of cards among the children who then place them on their tables face up.

2. Hold up one card from the other set and the child who has the corresponding card turns his card down.

3. The game continues until all the cards are used up.

Game 6:

1. A more difficult variation of this game can be played by turning the card face down on the table.

2. Allow the children to have a thorough look at them.

3. Then when the Montessori Directress holds up the card from her set, the child remembers and recognises it as his card.

Game 7:

Stereognostic exercise

1. Place the leaf shapes and a few frames, into the stereognostic bag or blindfold the child.

2. Let the child feel the shapes and frames and replace the corresponding shape into the frame.

Oct 142015
 

Montessori Lesson

Montessori Botany Cabinet Lesson Presentation

MATERIALS:

A wooden cabinet with 3 drawers containing wooden frames.

The wooden insets are of basic leaf shapes.

An orange stick.

Each inset has a knob for handling.

Drawer 1: Pairs – cordate, obcordate, obovate, ovate.

Drawer 2: Contrasts – lanceolate, aciculate, spatulate, linear, hastate, saggitate.

Drawer 3 : Contrasts – reniform, orbiculate, deltoid (triangular), elliptical

OBJECTIVES:

To make the child familiar with, and to teach him the appropriate leaf shape names.

To develop the child’s visual perception

To teach the child new language.

CONTROL OF ERROR:

There is a socket for each inset in the tray in the cabinet.

There is a card for each inset.

AGE:

3 plus years.

PRESENTATION 1:

1. This is an individual exercise done at the table.

2. Bring the 1st Tray to the table and sit on the right hand side. The child sits on your non-dominant side.

3. Choose 3 contrasting shapes.

4. Remove the insets slowly and gracefully by grasping the little white knob.

5. Place each leaf inset on the plain wooden spaces opposite.

6. With the fleshy tips of your fingers feel the entire edge of the inset in one continuous movement, starting at the near bottom corner and moving anti -clockwise.

7. Gently place the inset down and with the same fingers as before, feel the entire inside edge of the space in that inset’s frame, in one continuous movement. Again, start at the far left-hand corner and move anti-clockwise.

8. Pick up the inset and by your facial expression show that you have affirmed the shape in that they both feel the same.

9. In one smooth, continuous movement, replace the inset into its frame.

10. Repeat this process for the other 2 leaf shapes in the Tray.

11. If the leaf shape is intricate, use an orange stick to trace around the shape.

EXERCISE 1:

The child works with the exercise as presented.

EXERCISE 2:

On another day, invite the child to work with the second drawer, and so on working with each drawer in succession.

EXERCISE 3:

The child unrolls a floor mat and works with 2 drawers at a time.

EXERCISE 4:

The child unrolls a floor mat and works with 3 drawers at a time.

Oct 142015
 

Montessori Lesson

Montessori Geometric Cabinet and 3 sets of corresponding Cards

MATERIALS:

Three sets of Geometric cards.

Set 1 – Solid Outline

Set 2 – Thick Outline

Set 3 – Thin Outline

OBJECTIVES:

To make the child familiar with, and to teach him the appropriate geometric names for the various geometric shapes.

To make the child aware of the geometric shapes that are found in the every day environment.

Preparation for Geometry.

Preparation for reading and writing.

Co-ordination of Movement.

CONTROL OF ERROR:

There is a card for each inset.

AGE:

3 plus years.

PRESENTATION 1:

This is an individual exercise done at the table or on the floor on a floor mat.

Bring the Circle Tray to the mat and place it in the centre of the mat. The child sits on your non-dominant side.

Take the circle cards from the Solid set and lay them out around the tray. Lay two cards out to the left-hand side of the tray, lay two cards out in front of the tray and lay two cards out on the right hand side of the tray.

Remove the insets slowly and gracefully by grasping the little white knob. Place them on their matching solid cards ensuring that the blue solid shape is totally covered.

EXERCISE 1:

The child works with the exercise as presented.

EXERCISE 2:

On another day, invite the child to work with the second drawer, and so on working with each drawer in succession.

The child places the inset on to each card in turn.

EXERCISE 3:

Later, the child repeats the exercise with:

The broad outline cards

The thin outline cards.

Game 1:

Place all the drawers of the cabinet at one end of the room, ensuring that the children can see the shape. Take one set of the cards, show a child the card and ask him to fetch the corresponding wooden inset. When he brings it, let him fit it over the card. Show another card to another child and continue in this way until all the cards and insets have been matched.

Game 2:

Scatter two or three sets of cards on the mat from the solid set or from the broad /thin outline. Take one card away and see whether the child can identify which one you took away.

Game 3:

Place two mats on the floor a good distance apart.

A variety of insets are placed on one mat and assorted cards are placed on the other mat.

Point to one inset and ask the child to bring the corresponding card. Specify whether it should be solid, a thick outline, or a thin outline.

Game 4:

Spread all the cards from set 1 on the table. Place set 2 on another table and place all the drawers from the cabinet on a third table. Mix the cards from set 3 and give a few to a group of children. Ask them to find the corresponding insets and cards to those they have been given. In doing so they have to remember the figures they have been given.

Game 5:

Using two sets of geometric cards e.g. The solid and thick outline, share out one set of cards among the children who then place them on their tables face up. Hold up one card from the other set and the child who has the corresponding card turns his card down. The game continues until all the cards are used up.

Game 6:

A more difficult variation of this game can be played by turning the cards face down on the table after the children have thoroughly looked at them. Then when the Montessori Directress holds up the card from her set, the child remembers and recognises it as his card.

NOTE

The children must be familiar with the cards and cabinet before playing these games.

Oct 142015
 

Montessori Lesson

Montessori Geometric Tray Lesson Presentation

MATERIALS:

1. Presentation tray, 3 insets. A square, a circle, an equilateral triangle.

2. Geometric Cabinet.

Drawer 1: 6 circles

Drawer 2: 6 rectangles

Drawer 3: 6 triangles

Drawer 4: 6 polygons

Drawer 5: 4 curved figures

Drawer 6: 4/6 quadrilaterals

OBJECTIVES:

To make the child familiar with, and to teach him the appropriate geometric names for the various geometric shapes.

To make the child aware of the geometric shapes that are found in the every day environment.

Preparation for Geometry.

Preparation for reading and writing.

Co-ordination of Movement.

CONTROL OF ERROR:

There is a socket for each inset in the tray in the cabinet.

There is a card for each inset.

AGE:

3 plus years.

PRESENTATION 1:

This is an individual exercise done at the table.

Bring the Presentation Tray to the table and sit on the right hand side. The child sits on your non-dominant side.

Remove the insets slowly and gracefully by grasping the little white knob. Place them on the plain wooden spaces opposite, so that there appears to be 2 squares, 2 circles and 2 triangles. With the fleshy tips of your fingers feel the entire edge of the inset in one continuous movement, starting at the near bottom corner and moving anti -clockwise. Gently place the inset down and with the same fingers as before, feel the entire inside edge of the space in that inset’s frame, in one continuous movement. Again, start at the far left-hand corner and move anti-clockwise. Pick up the inset and by your facial expression show that you have affirmed the shape in that they both feel the same.

In one smooth, continuous movement, replace the inset into its frame.

Repeat this process for the other 2 shapes in the Presentation Tray.

EXERCISE 1:

The child works with the exercise as presented.

EXERCISE 2:

Show the child how to remove, carry and replace drawers in the Geometric Cabinet. Begin with the circle drawer. Invite the child to work with the top drawer treating it just like the Presentation Tray. Place the insets in front of the tray. With the fleshy tips of your fingers feel the entire edge of the inset in one continuous movement, starting at the near bottom corner and moving anti-clockwise. Gently place the inset down and with the same fingers as before, feel the entire inside edge of the space in that inset’s frame, in one continuous movement. Again, start at the far left-hand corner and move anti-clockwise. Pick up the inset and by your facial expression show that you have affirmed the shape in that they both feel the same.

In one smooth, continuous movement, replace the inset into its frame.

On another day, invite the child to work with the second drawer, and so on working with each drawer in succession.

Exercise 1:

The child works through all the drawers of the cabinet one by one.

Oct 142015
 

Montessori Lesson

Montessori Knobless Cylinders Lesson Presentation

MATERIALS:

Four sets of 10 cylinders. Each set is a different colour and has a corresponding colour lid. Yellow cylinders vary in height and diameter. Green cylinders vary in height and diameter. Red cylinders vary in diameter. Blue cylinders vary in diameter.

OBJECTIVES:

  • To develop the child’s visual perception of dimension.
  • To develop the child’s co-ordination of movement.
  • To provide experiences of seriation.
  • To give the child basic language important in Maths.
  • Fine motor movements and co-ordination
  • Concentration
  • Hand eye co-ordination

CONTROL OF ERROR:

Visual – the child can see irregularities in the seriation.

If the tower topples.

AGE:

2 ½ – 3 years approx.

PRESENTATION:

Individual exercise done on a floor mat or on a table.

Place a mat on the working space. Select the yellow box first. Show the child how to carry the box using two hands cupped around the box. Remove the cylinders one by one grasping them over the top with your dominant hand. Place the box neatly to the side and the top of the mat.

Show the child how to grade the cylinders from biggest to smallest in a horizontal line.

Exercise 1:

The child grades the cylinders.

PRESENTATION 2

Show the child how to build a tower with the cylinders starting with the largest cylinders first. If the mat has a thick, uneven pile, you may use the lid of the box as a base.

Exercise 2:

The child builds the tower.

Exercise 3:

The child uses the four sets of cylinders together to discover different properties such as similarities and differences in dimensions between the cylinders.

Oct 142015
 

Montessori Lesson

Montessori Colour Wheel Lesson Presentation

MATERIALS:

Colour box 3 : A box divided into 9 sections,containing seven shades of nine different colours:

Blue, red, yellow, purple, orange, green, pink, black to white, brown

Round plate for the centre

OBJECTIVES:

  • To refine the child’s perception of colour.
  • To develop and refine visual discrimination
  • Concentration
  • To develop fine motor co-ordination
  • To develop the pincer grip
  • To teach the different colour names and enlarge his vocabulary.

CONTROL OF ERROR:

Visual- the child can see the differences.

The Montessori Directress.

AGE:

4 years plus

PRESENTATION:

  1. Individual exercise done on a neutral coloured floor mat.
  2. Remove one set of colours from the box and place the tablets vertically on the mat from darkest to lightest. Remind the child how we grade the colours.
  3. Remove all the different hues of each colour.
  4. Place a round object in the middle of a second mat, and help the child find the darkest shade of each colour. Place these dark tablets around the circle.
  5. The white edges of all the tablets should be touching.
  6. The child then selects the darkest tablet, one at a time, of each hue and each tablet is placed under its corresponding row. In this way, a star – shaped pattern is created, decreasing in intensity from the centre outwards.
Oct 142015
 

Montessori Lesson

Montessori Colour box 3 Lesson Presentation

MATERIALS:

A box divided into 9 sections,containing seven shades of nine different colours:

Blue, red, yellow, purple, orange, green, pink, black to white, brown

Neutral coloured work mat.

OBJECTIVES:

  • To refine the child’s perception of colour.
  • To develop visual discrimination
  • Concentration
  • To develop fine motor co-ordination
  • To develop the pincer grip
  • To teach the different colour names and enlarge his vocabulary.

CONTROL OF ERROR:

Visual- the child can see the differences.

The Montessori Directress.

AGE:

4 years plus

PRESENTATION:

Individual exercise done on a neutral coloured tablemat. Show the child how to carry the colour box to the work mat by supporting the bottom of the box with the fingers cupped under the box and the thumb on the top of the box.

Remove the lid and place it under the box at the top right hand corner of the mat.

A.

Firstly, take three contrasting shades from the selected colour. Show the child how to grade the tablets from dark to light or vice versa. Place the tablets on the table so that the frames are on the top and bottom of the tablets.

B.

As soon as the child can grade these three tablets, the Montessori Directress introduces all seven shades to the child. Place the tablets randomly on the table and proceed to grade them from darkest to lightest. Invite the child to have a turn.

C.

The child may then grade any of the other nine colours but only one at a time until he has completed the box.

D.

The child may use 2, 3,4 or all nine shades together.

Oct 142015
 

Montessori Lesson

Montessori Colour box 2 Lesson Presentation

MATERIALS:

A box containing 22 tablets, of which there are two of the following:

Blue, red, yellow. – primary colours

Purple, orange, green – secondary colours

Pink, grey, brown – tertiary colours

White and black

Neutral coloured work mat.

OBJECTIVES:

  • To develop the child’s visual perception of colour.
  • To develop the child’s co-ordination of movement.
  • To develop visual discrimination
  • To give the child experience in matching.
  • Concentration
  • To develop fine motor co-ordination
  • To develop the pincer grip
  • To teach the different colour names

CONTROL OF ERROR:

Visual- the child can see the differences.

The Montessori Directress .

AGE:

3 years plus

PRESENTATION:

  1. Individual exercise done on a neutral coloured tablemat. Show the child how to carry the colour box to the work mat by supporting the bottom of the box with the fingers cupped under the box and the thumb on the top of the box.
  2. Remove the lid and place it under the box at the top right hand corner of the mat.
  3. Invite the child to select the primary colours already done in colour box 1, saying “would you like to pick out the colours that we have already done?” or “ would you like to get the blue, red and yellow colour tablet?”
  4. Introduce the next three secondary colours by picking them out and getting the child to match them to their pairs just as they did in the first exercise.
  5. Do not overwhelm the child by introducing too many new colours at once but rather continue on another day.
  6. When the child can successfully match the secondary colours you may then introduce the names with a three period lesson.
  7. Remember to always use one known name and two unknown names. The names should not sound alike nor should the colours look too alike.

Language:

Using the three period lesson the Montessori Directress tells the children the appropriate colour names after he has successfully paired the tablets. He works firstly with the Primary colours, then the secondary colours and finally with the remaining colours.

Oct 142015
 

Montessori Lesson

Montessori Colour box 1 Lesson Presentation

MATERIALS:

A box containing six tablets, of which two are blue, two are red and two are yellow (the primary colours).

Neutral coloured work mat.

OBJECTIVES:

  • To develop the child’s visual perception of colour.
  • To develop the child’s co-ordination of movement.
  • To develop visual discrimination
  • To give the child experience in matching.
  • Concentration
  • To develop fine motor co-ordination
  • To develop the pincer grip

CONTROL OF ERROR:

Visual- the child can see the differences.

AGE:

2 ½ years approx.

PRESENTATION:

  1. Individual exercise done on a neutral coloured table mat.Show the child how to carry the colour box to the work mat by supporting the bottom of the box with the fingers cupped under the box and the thumb on the top of the box.
  2. Remove the lid and place it under the box at the top right hand corner of the mat.
  3. Remove the tablets one by one showing the child how to handle the tablets only by the frames. Handle the tablets between the thumb, index and middle finger and place the tablets randomly on the table. The Montessori Directress deliberately picks up one tablet and places it vertically in front of the child so that the frame of the tablet is at the top and bottom of the tablet.
  4. Ask the child to find a tablet that looks the same as the one that has just been placed. Show the child how to place this one beside the other tablet. Continue with the child in this way until all three pairs have been matched.

Exercise1 :

The child pairs the tablets as he has been shown.

Introducing Language:

Using the three period lesson the Montessori Directress tells the children the appropriate colour names after he has successfully paired the tablets.

Oct 142015
 

Montessori Lesson

 

Montessori Broad (Brown) Stair Lesson Presentation

MATERIALS:

10 brown wooden Prisms which are all the same length but whose height and breadth increase by one centimetre each time.

Work mat.

OBJECTIVES:

To develop the child’s visual perception of dimension.

To develop the child’s co-ordination of movement.

To provide experiences of seriation by showing the relationships between prisms.

To give the child basic language important in Maths.

Gross motor movements

Concentration

CONTROL OF ERROR:

When the child feels the stair he may realise there is a prism out of sequence.

AGE:

2 ½ – 3 years approx.

PRESENTATION:

  1. Individual exercise done on a floor mat.
  2. Place a floor mat on the working space.
  3. Show the child how to carry each prism to the mat by supporting the bottom of the prism with the left hand held just below the prism and with the right hand held stretched over the breadth of each prism. This will give the child a muscular impression of size.
  4. The prisms are randomly placed on the mat. Show the child how to build the stair starting with the largest prism first. Align the long side of the first prism with the top end of the mat and ensure that the prisms are built using the length of the mat as a guide.
  5. Each prism is placed a little distance from the previous prism and then using both hands, push up each prism to meet the previous prism. Every so often run your hands along the sides of the built prisms to ensure that they are all in line.
  6. Mix up the prisms gently and quietly and invite the child to build the stair.
  7. Show him how to feel that the stair has been correctly built by running his hand down the stair, but also show him how to fit the smallest prism into each successive stair.

Should the child struggle with this exercise he can do:

A

The 4 or 5 smallest prisms

B

The 5 largest prisms

C

5 successive prisms from the middle

D

Use every other prisms

Game 1

The child may use the Pink Tower and Broad Stair together and discover the relationship between them. He may discover various differences and similarities.

Give the child appropriate language as he makes his discoveries.

Oct 142015
 

Montessori Lesson

Montessori Pink Tower Lesson Presentation

MATERIALS:

10 pink wooden cubes varying in size from one cubic cm. To one cubic decimeter.

Work mat.

OBJECTIVES:

To develop the child’s visual perception of dimension.

To develop the child’s co-ordination of movement.

To provide controlled experiences of seriation particularly working with the cube which is important in Maths.

To give the child basic language important in Maths.

To strengthen the child’s hands for writing.

CONTROL OF ERROR:

The tower will topple.

The child may see the irregular pattern when he walks around the tower.

AGE:

2 ½ years approx.

PRESENTATION:

Individual exercise done on a floor mat.

Place a floor mat on the working space.

Show the child how to carry each cube to the mat by supporting the bottom of the cube with the left hand held just below the block and with the right hand held stretched over each cube.

The will give the child a muscular impression of size.

The cubes are randomly placed on the mat. Show the child how to build the cube starting with the largest cube first.

Each cube is placed centrally on the previous cube. When the tower is built, ask the child to walk around the tower with you looking at the tower from all sides.

Exercise 1:

The child builds the tower

Presentation 2:

Once the child can build the tower as in presentation 1

show the child how to build a tower which has two flat walls all the way up. Show the child how the smallest pink cube fits around every ledge of the tower.

Exercise 2:

The child builds a tower in this way.

Should the child struggle with this exercise he can do:

A

The 4 or 5 smallest cubes

B

The 5 largest cubes

C

5 successive cubes from the middle

D

Use every other cube.

Game 1

The Montessori Directress hides one of the cubes and the child says which one is missing.

Oct 142015
 

Montessori Lesson

Montessori Knobbed Cylinders Lesson Presentation

MATERIALS:

Block A – the cylinders vary in height and dimension from short/narrow to tall/wide.

Block B– the cylinders vary in height and diameter from tall/narrow to short/wide.

Block C– the cylinders vary in diameter.

Block A – the cylinders vary in height.

OBJECTIVES:

To develop the child’s visual perception of dimension.

To develop the child’s co-ordination of movement.

To provide controlled experiences of seriation.

To give the child basic language important in Maths.

To strengthen the child’s fingers for writing.

CONTROL OF ERROR:

The cylinders will not fit snuggly into their sockets.

The socket will be too big for the cylinder.

AGE:

2 ½ years approx.

PRESENTATION:

Individual exercise done at a table.

Bring block A from the shelf showing the child how to support the underside with the small fingers. Place the cylinder block in the front of the table leaving enough space to place the cylinders.

Remove the cylinders from left to right holding the knob of each cylinder between the thumb and first two fingers. Mix the cylinders in the front as you remove them.

After a short pause, return the cylinders choosing them in order of size from left to right.

Exercise 1:

The child does the exercise as presented using one block at a time until he is able to work with each block separately.

Exercise 2:

The child repeats the exercise using two blocks together and they are placed in a “V” formation. Say”angle” as you feel the inside of the blocks with the two fingers of your dominant hand. Remove the cylinders from each cylinder, holding the knob of each cylinder between the thumb and first two fingers. Mix the cylinders in the space between the angles as you remove them.

After a short pause, return the cylinders in no particular order.

You can also place the cylinders in a parallel formation, feel the parallel formation with your middle and index fingers, and name it: “parallel”. Remove the cylinders from each cylinder block, holding the knob of each cylinder between the thumb and first two fingers. Mix the cylinders in the space between the parallel blocks as you remove them.

After a short pause, return the cylinders in no particular order.

Exercise 3:

The child repeats the exercise using three blocks together. They are placed in the shape of a triangle. Show the child how to feel the triangle.

Exercise 4:

The child repeats the exercise using four blocks together.

They are placed in the form of a square. Show the child how to feel the square and then how to remove the cylinders from each cylinder block, holding the knob of each cylinder between the thumb and first two fingers. Mix the cylinders in the middle of the square.

After a short pause, return the cylinders in no particular order

Exercise 5:

The child repeats the exercise using four blocks together.

They are placed in the form of a rectangle. Show the child how to feel the rectangle and how to proceed as before.

Games:

The cylinders are placed on a table and the cylinder block is placed on another table some distance away. She places a flag into a hole in the cylinder block and asks the child to fetch the correct cylinder.

Games:

Each child takes a cylinder and holds it behind his back.

The block remains on the table. The Montessori Directress

points to one of the holes and invites the children to discover who has the corresponding cylinder by feeling his hidden cylinder.

Oct 092015
 

Montessori Lessons Album

Montessori Opening and closing bottles lesson

AREA

Practical Life

Elementary Movements

AGE

3 years

MATERIALS

Assorted bottles

picture of the materials

DIRECT AIM

How to open and close bottles with various lids.

INDIRECT AIM

Fine motor skills, eye hand co-ordination, concentration, develop strength in fingers, dexterity.

PRESENTATION

1. Invite the child to begin Work Cycle.

2. Position the tray at the top of the mat.

3. Using your dominant hand, remove bottles from the tray arranging them horizontally from left to right.

To open:

Screw off lid

4. Grasp the first bottle on far left-hand side with your left hand bringing it slightly forward to the front of the mat.

5. With your right hand, pincer grip the fingers over the lid screwing the lid anti-clockwise in quarter turns whilst gently lifting it until lid releases from the bottle.

6. Place lid in front of the bottle.

Salad bottle

7. Grasp the salad bottle with your left hand bringing it slightly forward to the front of the mat.

8. Grasp the bottle with both hands with fingers wrapped around the front of the bottle and thumbs on the levers.

9. Press lever forward and away from you to release.

10. Push the lid (attached to the wiring around the neck of the bottle) to hang over the mouth of bottle.

Cork/stopper

11. Grasp the bottle with your left hand bringing it slightly forward to the front of the mat.

12. With your right hand, pincer grip the fingers over the cork manipulating it back and forth whilst gently lifting it until cork releases from the bottle.

13. Place cork in front of the bottle.

To close

Screw on lid

14. Hold the lid in your right hand in a pincer grip, and with the left hand, bring bottle slightly forward.

15. Bring lid towards bottle holding it against the edge of the neck of the bottle so that the child can see the shape of lid and neck as being the same size.

16. Lower the lid gently, align thread and turn in quarter turns until lid is secure.

17. Place on mat.

Salad bottle

18. Using right hand, position lid onto neck of bottle so that the child can see the shape of lid and neck as being the same size.

19. Supporting the bottle with your thumbs, with the index finger of both hands, pull lever down towards the bottle until it clicks into place.

20. Place on mat.

Cork/stopper

21. Hold the cork/stopper in your right hand in a pincer grip, and with the left hand, bring bottle slightly forward.

22. Bring cork/stopper towards bottle holding it against the edge of the neck of the bottle so that the child can see the shape of cork/stopper and neck as being the same size.

23. Lower the cork/stopper gently manipulating it downwards back and forth until secure.

24. Place on mat.

25. Invite the child to have a turn.

26. End the work cycle.

CONTROL OF ERROR

The lids will not fit securely

Wear and tear of lid

EXTENSIONS

Snapper lid i.e. Pantene shampoo;

Fixed screw open and closed lid revealing sprinkling holes i.e. Johnsons Baby Powder

VARIATIONS

Bottles of different size and colour

Oct 092015
 

Montessori Lessons Album

Montessori Unrolling and rolling a floor mat Lesson

AREA

Practical Life

Elementary Movements

AGE

21/2 years

MATERIALS

Floor mat

picture of the material

DIRECT AIM

How to unroll and roll a floor mat.

INDIRECT AIM

Concentration, gross motor co-ordination, visual discrimination, respect for peers, crossing of mid line (smoothing out mat)

PRESENTATION

How to unroll the mat

1. Invite the child to begin Work Cycle.

2. Place the rolled up mat in front of your body.

3. Position your knees on the edge of the rolled mat.

4. Using the tips of your fingers, gently push the mat away from your body to unroll slightly. With left hand, smooth out left side of mat and with right hand, the right side.

5. Again, using the tips of the fingers, roll out mat further repeating smoothing process. Repeat until mat fully unrolled.

How to roll up a mat

6. Position your body at the end of the mat.

7. Grasp the mat with the fingers on top of the mat and the thumbs on the underside of the mat and roll your hands to create a roll in the mat.

8. Continue to roll the mat a few times.

9. Still holding the mat with your left hand, tap the right hand edge of the roll with the right hand. Exchange hands and tap with the left hand.

10. Place both hands on the mat and continue rolling. Repeat tapping action with alternate hands. Continue until the mat is entirely rolled.

11. Swivel the mat around.

12. Invite the child to have a turn.

13. End the work cycle.

CONTROL OF ERROR

The mat will not fit into the mat stand.

VARIATIONS

Rolling mats of different sizes and textures i.e. a rolled serviettte.

Oct 092015
 

Montessori Lessons Album

Montessori Unlocking and locking padlocks Lesson

AREA

Practical Life

Elementary Movements

AGE

3 – 4 years

MATERIALS

One basket and three sets of different sized padlocks with keys.

picture of the materials

DIRECT AIM

Unlock and lock padlocks of different sizes.

INDIRECT AIM

Fine motor skills, eye hand co-ordination, concentration, develop strength in fingers, develop pincer grip, visual discrimination, dexterity.

PRESENTATION

1. Invite the child to begin Work Cycle.

2. The child places the tray on the mat in front of the adult.

3. The adult pushes the tray to the top edge of the mat.

4. With right hand, remove the basket from the tray and place on mat.

5. With right hand, remove padlocks (individually) from the basket and arrange in order of size from left to right horizontally across the mat.

6. With a right hand pincer grip, grasp the keys (individually) and place in front of respective padlock.

7. Using left-hand pincer grip, pick up padlock and turn it so that the child can see the keyhole.

8. With your right hand, pick up corresponding key in a pincer grip and gently slide into keyhole.

9. Turn key clockwise until it clicks.

10. Return key to its place on mat, open padlock arm slightly and return to position on the mat to show it is unlocked.

11. Continue to do the same with other padlocks.

12. To close padlock, using left hand index finger and thumb, hold the base of the padlock. With your right index finger and thumb, depress padlock arm so that it clicks into locking position.

13. Return to padlock to relevant position on mat.

14. Continue to do the same with other padlocks

15. Moving from left to right, with right hand pincer grip, replace padlocks in basket.

16. With right-hand pincer grip, moving from left to right, pick up keys and return to the basket and place the basket on the tray.

17. Bring tray to the centre of the mat.

18. Invite the child to have a turn.

19. End the work cycle.

CONTROL OF ERROR

Noise – dropping padlocks and/or key

Colour coding of padlock and key

EXTENSIONS

Unlock a padlock in environment

Unlock door in environment

Unlock combination lock i.e. suitcase

VARIATIONS

Different sizes of locks and keys.

Aug 282015
 

Montessori Red Rods Presentation
The Montessori Red Rods, Pink Tower and Broad Stair are a sequence of materials designed to enable a young child to explore dimension.

How to present the Montessori Broad Stair Lesson Activity
How to present the Montessori Pink Tower Lesson Activity

MONTESSORI RED RODS ACTIVITY:

The Montessori Red Rods (also known as “Long Rods”) – Montessori Sensorial Lesson Activity for Ages 0 to 6

MONTESSORI RED RODS OBJECTIVES:

  • To develop the child’s visual and muscular perception of length.
  • To develop the child’s co-ordination of movement.
  • To provide controlled experiences of seriation.
  • To give the child basic language important in Maths.
  • Co-ordination, Balance, Concentration.

MONTESSORI RED RODS MATERIALS:

  • 10 Red Wooden Rods all the same thickness but varying in length from one decimeter to one meter.
  • Each rod increases in length by the length of the smallest rod. The pieces then stand in the same relation to one another as the natural series of the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
  • Work mat.

MONTESSORI RED RODS CONTROL OF ERROR:

  • The rods will not be in a stair formation and the child may feel the irregularity.
  • The child may see the irregular pattern.
  • The smallest rod fits into each successive step.

AGE:

2 ½ years approx.

MONTESSORI RED RODS PRESENTATION 1:

  1. Individual exercise done on a floor mat.
  2. Place a floor mat on the working space.
  3. Show the child how to carry each rod to the mat one by one by holding each rod at the top with one hand and at the bottom with the other. This will give the child a muscular impression of length.He should hold the rods upright so that he does not bump into other children.The rods are randomly placed on the mat.
  4. Show the child how to build the rods starting with the shortest rod. Align the rod with the edge of the mat. Using your middle and index finger lightly trace along the entire length of the rod.
  5. Find the next longest rod. Bring it into position next to and above the previous rod and trace along its length again. Proceed with all the rods in this way until the stair is entirely built.
  6. Pause and admire the stair and then mix up the rods and invite the child to try.
  7. Should you see the child struggling, mix the rods up but align the mixed up rods along the edge of the mat.
  8. Once the child has successfully built the stair, show him how to fit the shortest rod into each successive stair.

Should the child struggle with this exercise or for younger Children from Age 1 to 3 they can do:

  1. The 4 or 5 smallest rods
  2. The 5 largest rods
  3. 5 successive rods from the middle
  4. Use every other rod.
Aug 172015
 

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