CHILD DEVELOPMENT PROJECT

Topics: Child development, Play, Developmental psychology Pages: 10 (2122 words) Published: April 29, 2014
1. INTRODUCTION AND AIMS
Welcome to KuKi Montessori, one of the greatest gifts we can give our children is the joy of learning.  Our focus is to provide a stimulating early care and education experience which promotes each child's cognitive, physical, social and emotional development.  Our program is designed for children aged 3 and 4 years old. We aim to provide a safe, happy, caring and stimulating environment where your child can learn through encouragement, sensitivity to others and mutual respect while at the same time encouraging each child to express his own personality through imaginative and creative play. Our program offer children opportunities for learning, play, taking part in arts and crafts, children will be able to work and play in small and large groups, both inside the classroom and outdoors. In our main class we include a library’s corner; we reinforce all skills about communication, reading and writing. Through stories, children learn to appreciate language, gain new vocabulary, and learn to use new words and concepts, we provide a separate motor’s room as well offering the children organized games and gym based program and an outdoor play area with a wide range of toys, slides, playhouses… and also we have a garden area that the children use to grow flowers and vegetables. Spanish language is an integral part of our curriculum.  Teacher introduces Spanish through songs, games, instruction, greetings…This program is designed for children who have no prior knowledge of Spanish. We enjoy open communication with parents, we provide highly detailed daily report forms and diaries for each child.

"Free the child's potential and you will transform him into the world". Maria Montessori
2. THEORETICAL BACKGROUND TO CHILD DEVELOPMENT AND LEARNING
Our idea behind the Montessori classroom is allowing children to learn through playing. Children learn through play, they learn about themselves, their environment, people and the world around them. As they play, children learn to solve problems and to get along with others. They learn things from play, they love to play, they enjoy trucks, blocks, crayons, dolls, balls, dress-up… Play time provides children with opportunities for learning and it is fundamental in a child’s development, it helps children to grow and develop in many ways. By allowing children to play, the classroom allows children develop the motivation to learn and to explore. Our teachers act as a guide, watching over the classroom to remove obstacles from learning. Lessons given by them often involve how to use or play with the instructional toys in the classroom. Children make sense of their world and create relationships with our environment by hearing, touching, seeing, tasting and smelling. We want to emphasize learning through all five senses, from hundreds of possibilities and different activities, is really important for children development because the sensorial activities refine the child senses. Our classroom comprises children aged 3 and latest 4, this is important because children are always at different stages in their development and younger children can learn by watching older children play, cooperation with their peer, by participating in activities in which they can learn from others. They learn from peers how to cooperate and socialize. This process is known as scaffolding. We scaffold the children’s learning by progressing in small steps, exercises according to age from simple to difficult. Positive play experiences develop positive emotional well-being. Through play and imagination, a child can fulfill wishes and avoid fears of bad experiences. When children feel secure, safe, successful and capable, they acquire important components of positive emotional health. From our part we always act being positive with children, providing emotional support, encouraging children to do things in a good way, encouraging the children to make their own choices. We motivate and...

Bibliography: Denise H. Daniels
Inclusive Early Childhood Education: Dev/resources/practice (Psy 683 Psychology of the Exceptional Child) by Penny Low Deiner (31 Jan 2012)
Early Childhood Education (4 Vols.) by Rebecca S. (2008)
Good Practice in Implementing the Pre-school Curriculum Second Edition by Sally Neaum and Jill Tallack (1 Sep 2000)
Problem Solving: A Practical Guide for Teaching Young Children (Learning Through Play) by Barbara Bowman and Ellen Booth Church (Jun 1992)
www.montessori.org
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