Philosophy Statement
Montessori Blenheim acknowledges the importance of whanaungatanga - fostering reciprocal, respectful, and responsive relationships between the Montessori and the home environment. We believe whānau are at the forefront of what is important in gaining insight into children and providing consistent approaches to nurturing their wellbeing and development. Whānau contributing to decisions around the learning that is valued is essential, similarly, so is inviting children to be a part of decisions that directly affect their learning experiences. Our child-led learning environment considers a child's wellbeing, their feelings and connectedness with nature and their environment, allowing them to explore, discover and develop ā tōnā wā - at their own pace, in their own time.
Developing children's independence is fundamental to the functioning of our learning community. For children to develop their sense of self, they must first develop their independence. Maria Montessori refers to this as 'valorisation' of the personality; for a child to feel validated as an individual, they must be acknowledged for the vital role they play in our learning community.
Children are 'empowered to learn with and alongside others’. They develop a deep-rooted respect and aroha for others and demonstrate these characteristics through their spontaneous actions. Children seek ways to behave in certain social situations and through 'Grace and Courtesies' they feel accepted, have value in the community and learn to work harmoniously together. Children develop social skills by understanding the reciprocal nature of cooperating, collaborating and communicating with peers. They become mindful of returning their work so that it is ready for the next child, show kindness to those who may need help or awhi for children younger than themselves and respect those around them who are engaged in their learning.
The 'Prepared Environment' is an environment for children, carefully considered and prepared by their kaiārahi, it is equipped with the foundational tools that allow a child to freely explore and act on the interests of their inner being. It is a place where they develop a sense of belonging, kaitiakitanga (guardianship) and a connectedness to their social, cultural, and spiritual identity. It is the children’s house - where their potential being is provided for, assisting their natural development. As children engage with activities and settle into a work cycle, their concentration extends and deepens. Children feel joyful and content, allowing the development of positive character traits.
Our Montessori prepared environment becomes the children's tūrangawaewae - their place to stand - a place where their holistic development is nurtured, physically, mentally and spiritually and indeed a blueprint for their yet to be mapped future place to stand.
Ko te iho o te tamaiti ko te ara ki anamata - “Within the child lies the fate of the future”.
Montessori Blenheim acknowledges the importance of whanaungatanga - fostering reciprocal, respectful, and responsive relationships between the Montessori and the home environment. We believe whānau are at the forefront of what is important in gaining insight into children and providing consistent approaches to nurturing their wellbeing and development. Whānau contributing to decisions around the learning that is valued is essential, similarly, so is inviting children to be a part of decisions that directly affect their learning experiences. Our child-led learning environment considers a child's wellbeing, their feelings and connectedness with nature and their environment, allowing them to explore, discover and develop ā tōnā wā - at their own pace, in their own time.
Developing children's independence is fundamental to the functioning of our learning community. For children to develop their sense of self, they must first develop their independence. Maria Montessori refers to this as 'valorisation' of the personality; for a child to feel validated as an individual, they must be acknowledged for the vital role they play in our learning community.
Children are 'empowered to learn with and alongside others’. They develop a deep-rooted respect and aroha for others and demonstrate these characteristics through their spontaneous actions. Children seek ways to behave in certain social situations and through 'Grace and Courtesies' they feel accepted, have value in the community and learn to work harmoniously together. Children develop social skills by understanding the reciprocal nature of cooperating, collaborating and communicating with peers. They become mindful of returning their work so that it is ready for the next child, show kindness to those who may need help or awhi for children younger than themselves and respect those around them who are engaged in their learning.
The 'Prepared Environment' is an environment for children, carefully considered and prepared by their kaiārahi, it is equipped with the foundational tools that allow a child to freely explore and act on the interests of their inner being. It is a place where they develop a sense of belonging, kaitiakitanga (guardianship) and a connectedness to their social, cultural, and spiritual identity. It is the children’s house - where their potential being is provided for, assisting their natural development. As children engage with activities and settle into a work cycle, their concentration extends and deepens. Children feel joyful and content, allowing the development of positive character traits.
Our Montessori prepared environment becomes the children's tūrangawaewae - their place to stand - a place where their holistic development is nurtured, physically, mentally and spiritually and indeed a blueprint for their yet to be mapped future place to stand.
Ko te iho o te tamaiti ko te ara ki anamata - “Within the child lies the fate of the future”.
