Children's House

Math is logic, sequence, and order. The young child’s mind is innately mathematical. Development drives the young child to absorb, manipulate, classify, order, sequence, abstract, and repeat. Montessori materials take advantage of these tendencies by presenting discrete concepts, proceeding from the sensorial and concrete to the abstract, and using precise lessons that offer keys to exploration and planning for repetition. A hands-on emphasis dominates the entire Children’s House sequence, and the passage to abstraction (math work without the use of materials) is considered developmental and proceeds individually for each child. Preceding lessons and work in practical life and sensorial provide direct preparation for work in mathematics.

Complex spoken language is a human capability. The mental capacity for creating language is unique; it allows the child to speak the language of their culture correctly. The sensitive period for language development is from birth to six years of age, and in this period, the child absorbs and learns language with very little effort. Therefore, in the Children’s House, the initial focus of language is on spoken language and vocabulary enrichment. Phonological study leads to writing, reading, and the function of words.

Young children are intensely interested in the natural world. They ask questions constantly in order to build a framework to classify the world that surrounds them. The science curriculum at this age takes advantage of the young child’s natural curiosity. It offers concrete exploration that helps build vocabulary and understanding of physical and life sciences.

The goal of the geography curriculum at this level is to introduce geographical concepts through a concrete sensorial approach. We first give the big picture (land, air, and water) and gradually move to details like the names of continents, oceans, or states. An awareness of the physical features of the earth is built through concrete exploration of land/water formations and maps. The study of culture is integrated with Practical Life and strives to pro­vide children with multi-sensory impressions of the people, lands, and cultures of other nations.

At Bowman, children learn to independently care for themselves and their environment through the exercises of practical life. These activities provide opportunities for the development of concentration, fine and gross muscle coordination, a sense order including an orderly work cycle, independence, and attention to detail. The exercises of practical life support the child's natural development of executive function skills. Thus, the activities of practical life lay the foundation for all other future academic work. Practical life is the starting point for the youngest members of the class. Children continually develop and refine the skills of practical life throughout their time in Children’s House.