In introducing Montessori educational philosophy, Síolta and Aistear, this module will investigate how best to offer children creative, interactive environments conducive to the development of life skills such as independence, cooperation, personal care, self-regulation, exploration, problem solving and interpersonal communication. Reflection on the pedagogy of playful learning, and the role of the adult in this process, will be a key aspect of the module.

The overall aim of the module is to provide learners with the knowledge and skills to create environments for children in the early years, where the focus is on the child as an active agent of his/her own education.   Using knowledge of Montessori Educational philosophy and Síolta and Aistear, this module will investigate how best to offer children creative and interactive environments conducive to the development of life skills and executive functions. This module will build on module 1, continuing to highlight the importance of sensory and concrete learning activities, literacy and numeracy skills and inclusive practice. The module will also introduce the issue of ICT and discuss the ‘pros’ and ‘cons’ of technology for digital natives, in the early years.

This Montessori module is integral to the programme. It examines Montessori theory in detail for the child from six to nine years. In particular it examines Montessori’s concepts of Cosmic Education which sees the child as an active participant in the ‘adventure’ of the universe, and ‘Metamorphosis’, which acknowledges the child as s/he transitions into a new plane of development.

Research indicates that the transition from preschool to primary school is recognised nationally and internationally as a very important time in children’s lives and poor communication between preschools and primary schools is a barrier to successful transition for children (O’Kane 2007; 2016)[1]. International research argues for a greater level of continuity between preschools and primary schools. A need to develop supportive relationships between the two is noted as being critical (Grieshaber, 2009; Bablett et al., 2011; Petriwskyi, 2013, cited in O’Kane, 2016).

The aim of this module is to build on previous learning in Montessori curriculum modules, 1 and 2 and to recognise the ‘child in transition’. The module will stress the importance of language experiences, oral expression, listening, written skills, literature, and creative writing and the importance of the teacher as the person best placed, after parents, to influence children in their reading habits.

This module will build on previous debate on the issue of technology, to introduce learners to a range of ICT software and digital devices to allow children to develop a positive attitude towards the use of digital technology and to be active, creative and critical learners.

[1] O’Kane (2016) Transitions from Preschool to Primary School. NCCA Report No. 19