Our Approach

We in Rishima acknowledge and respect that children are unique individuals who not only need intellectual, but also social and emotional development. Our classrooms are so quipped that it leads the child to explore and learn. We teachers observe and tailor our teaching styles to suit the individual learning styles of the children. We acknowledge that children are born intelligent and they have their own unique study skills and progress at their own pace."The child should love everything that he learns, for his mental and emotional growths are linked. Whatever is presented to him must be made beautiful and clear.

The child of 2 + years who is ready to go to school has at home been denied of doing certain actions as the parents are afraid that he will break the object or that he may hurt himself. Thus his life is now a life of unfinished actions which leads to frustration and the activity being done surreptiously ( which we adults call as naughtiness) But what we adults fail to understand is that the child by doing actions is perfecting its co-ordination and building intelligence. To grow normally he must be active.

So isn't playing with toys an action. Yes it is but most toys are a miniature of things which give pleasure but no help in his development. The playthings do not require any skill. These actions do not require the mind thus the mind does not follow the actions performed, it runs after some fantasy. Such a child whose movement develops unattended by the mind can never focus or enjoy his work.

It is usually at this age that children are sent to school. Some of the outer facets we notice in children are timidity, laziness, disobedience, fantasy etc. We now have to work back the child into normal, natural development. The process is called normalization. The Montessori environment, material and exercises necessitate use of care and attention. Thus mind takes charge of the body and consciously directs its movements.

The Prepared Environment

The child's first environment is the home. But it is made for adults and therefore suits adult's needs and mode of living. NOT THE CHILD'S.

A Montessori classroom is commonly referred to as 'Prepared Environment'. It is a laboratory where children are encouraged to explore, discover and be creative.Prepared Environment has order, beauty, accessibility and real developmental material as opposed to toys. Our classroom is filled with a vast array of sequential learning Montessori materials. They are displayed in open shelves in a particular order each with a purpose and a special location. The aim of the prepared Environment is to "render the growing child independent of the adult". It is a place where the child can do things for himself, without the immediate help of adults.

The Principles Of Prepared Environment

Freedom

The Prepared Environment offers, freedom for movement, exploration and choice, social interaction and freedom from interference from others.

Order

The materials and furniture are sequentially arranged according to the principle 'a place for everything and everything in its place'. Thus there is discipline and no wastage of energy. The outer order is now internalized thus making sense of the world in which he lives. He understands that the structure and order in the class room accurately reflect the sense of Structure and Order in the universe.

Social Environment

Lessons and stories help develop a sense of compassion and empathy for all. The environment contain mixed age children. Thus the older children teach the younger children and benefit from that experience and younger children are inspired to do advanced work by observing the older ones.

Thus the Prepared Environment facilitates maximum independent learning and exploration guided by a combination of freedom and self discipline.