About Us
Montessori
FAQs
Classes
Gallery
Contact
Admissions
Blog

About Us
Montessori
FAQs
Classes
Gallery
Contact
Admissions
Blog

Gallery

Guided Montessori Activity at Little Land - Gardening

Little Land Montessori - Image of a Girl Hand Printing

Little Land Nursery - Children Montessori Activities

Little Lands Nursery - Image of Kids Dancing

Little Land Nursery - Little Children Helping One Another

Siog and the children at Little Land Nursery

Little Land Nursery - Image of a toddler and a nursery teacher clay moulding

Little Land - Toddlers Learning Outdoors

Little Land Nursery - Image of a Toddler Jumping and Having Fun at School

Little Land Nursery - Image of 3 Toddlers

Little Land Nursery and Montessori Centre - Children Building Tower

Contact us today for any enquiries you may have.

We have an open door policy so feel free to visit us anytime

I would like to meet the owner / teachers for an online conference call on zoom

I would like to be on the waiting list for September admissions

Like Us On Facebook

Instagram

littlelandnursery

We are a holistic Montessori nursery developing children through meaningful, compassionate connection.
🌎 Dubai, UAE
⬇️ LINK IN BIO ⬇️

MONTESSORI PRACTICAL LIFE A Montessori environmen

MONTESSORI PRACTICAL LIFE

A Montessori environment is typically arranged according to five areas:
Practical Life
Sensorial
Language
Maths
Cultural (which is further dividied into areas of Geography, History and Nature and Science).

Practical Life is divided into preliminary exercises and applied exercises. Maria Montessori introduced practical life exercises as part of her curriculum as a result of her observations that children learn by imitating the actions of the adults around them. When you observe children, you notice that their actions are reflections and repetitions of actions and activities that adults carry out in their every day life.

Some examples of preliminary practical life activities would be pouring, spooning, threading, rolling, folding, mixing. Applied exercises are divided into Care of Self and Care of Environment. Some examples of Care of Self exercises would be combing hair, washing hands, dressing and feeding. Some examples of Care of Environment would be gardening, planting, watering, polishing, washing and tidying.

From previous posts where we introduced the concept of schemas or the innate urges of the child, we can see opportunities in the Practical Life exercises for the children to engage in their schematic play.

To learn more about Practical Life exercises, click the link in bio ⬆️ to see our video about Practical Life at Little Land.

#Montessori #Montessoripracticallife
#Montessoridubai

We see a common theme emerging...that of autonomy

We see a common theme emerging...that of autonomy and self-reliance.

As Montessori parents, families and educators, our role is in knowing and facilitating this so our child can strive to achieve it for themselves.

"Help me to do it myself". We provide the scaffolding then step back and watch them build.

#childledlearning #montessorimethod

The Montessori Work Cycle "Work" in a Montessori

The Montessori Work Cycle

"Work" in a Montessori environment is a purposeful activity which brings joy or satisfaction in the process itself. "Work" is freely chosen and the liberty of choosing their work makes the children self-reliant and responsible for their own learning.

During the work cycle, the child chooses the work, which can be individual or work carried out in a group. The child carries out the work mostly on a tray or a mat which defines the child’s work space and gives the child the ownership of their work.

After completing the activity, the child then puts it back in the same fashion as it was taken.

When the child puts back the activity in an orderly manner this helps the child to understand that they are not only responsible for their own learning but also responsible for the class as a whole.

Here we observe how Child L chooses the soap grating activity, fills the water for mixing the soap shavings, makes soapy water and uses that to clean the tray. She repeats the activity several times and then tidies up the tray for her friends to use. She also makes sure she puts the cloth in the washing tub and places a new one for her peers.

#montessoriworkcycle #montessorimethod
#practicallife

Maria Montessori considered the child's play as th

Maria Montessori considered the child's play as their work thus elevating the importance of play in the process of growth and becoming self-reliant.

When we observe 👀 our child playing, we are, in effect, watching the adult (that will one day be) being built.

#myworkismyplay #montessorimethod #independence

Child I: 'The Explorer', The Researcher'...fulfill

Child I: 'The Explorer', The Researcher'...fulfilling her innate need to learn more about the plants by engaging her senses.

Adults: 🤫 let these moments unfold without posing any questions or interrupting the natural learning that is taking place.

#childledlearning #sensorial #montessori

Take time to observe your child at play and begin

Take time to observe your child at play and begin to peel back the complex layers as they unfold. We honour the child by holding the space to allow this to happen.

Offer lots of unstructured time and space for this to take place without intervention, scheduled activities or entertainment.

#observation #donotdisturb #letthemplay

In Twinkle Toes, Child L was sitting at the table

In Twinkle Toes, Child L was sitting at the table playing with the wooden blocks. She lined the blocks up next to each other and counted “1,2,3...”. She reached for a block across the table, put it in line with the others and declared, "I’m done”.

In the early years, "observation" 👀 is the lens through which we can assess the child for development, social emotional well-being and to inform invitations to deepen their schematic play.

What can you the parent or educator deduce from this brief observation?

#donotdisturb #observation #childledlearning

The notion that less is more can be unnerving for

The notion that less is more can be unnerving for most of us living in a "material world" and this is acknowledged, but how freeing is it to know that the environment you create in your home will have a positive impact on your child's brain development? Get decluttering and remember our children really desire 'presence over presents'.

Children learn to expect gifts, toys and other material things when we model the expectation. Notice how, more often than not, children are more fascinated with the wrapping and household items like blankets and chairs they can use to build a den (enclosure schema!) or Tupperware, pots and pans. When we give everything up front, we do a disservice to our children as we don't allow their innate creativity, imagination and innovation to develop.

Then, there's always the great outdoors where children can expand their horizons, just be and observe and interact with nature. Roll down some sand dunes together, splash in the waves, go for a walk or a bike ride, take a picnic to the wadis. Give them plenty of opportunity to explore their world and be in nature...especially at this time of year, when the temperatures are so enjoyable! 🗺🏔🏕🏖🏞🌅

#natureplay #loosepartsplay #presenceoverpresents

Schemas are described as patterns of repeated beha

Schemas are described as patterns of repeated behaviour which allow children to explore and express developing ideas and thoughts through their play and exploration. The repetitive actions of schematic play allow children to construct meaning in what they are doing and are a part of their essential brain development.

Child A has spent some time lining up a full box of toy cars with each car facing in the same direction. “Look!”, she says to her teacher, “There is a traffic jam. They are waiting”. Prior to engaging in this activity, Child A was seated at a table with a Russian Doll. She proceeded to open the largest Russian doll and take out each one inside. Child A then lined them up across the table, almost in height order. She looks at them closely and then calls to a nearby friend, “Look at this”. The other child comes over to the table and moves as if to pick up one of the Russian dolls. Child A says, “No, this is my work. When I finish, you can have a turn, okay?” The other child nods and sits down to watch.

Lining up the toy cars and the Russian dolls are both behaviours seen in the Positioning Schema. In order to further engage Child A’s need and interest in schematic play, she could be shown an activity such as an introduction to the Number Rods in the Mathematics Area as well as learning how to set the table for a meal and following a simple pattern when threading a necklace in the Practical Life Area. It is important to provide children with resources to support their schema and this will ensure that the child can facilitate their ideas and follow their own particular interests with confidence.

Interestingly, this schema is alive and well in many adults who tend to be neat and tidy and who habitually position objects neatly on their desk, or around the home!

#schemas #positioning #earlylearning

Load More... Follow on Instagram

Youtube

Follow on Youtube

Contact Us

Little Land Nursery

Villa 11 - Al Dassi Street - Umm Suqeim

Telephone : 04 394 4471

Whatsapp: +971 50 689 4471

Email : info@littlelandnursery.com

Copyright 2020 Little Land Nursery