A primary child is blessed with an absorbent mind to effortlessly imbibe a way of learning
that will last his lifetime. Learning for a Primary Child revolves around tangible, hands- on
experiences, using his senses. A Primary child has a decent vocabulary (of about 2000
words), better concentration and coordination of movements and continues to learn
through concrete materials.
About the environment, learning : Academic
The Primary environment has a mixed age group (3- 6 years) of children. The Environment offers
materials that serve as a means of development for the child. With them, the child engages in
purposeful activities that help him in his development. These materials lend themselves to
repetition and are self corrective. The Montessori materials are classified into 5 major areas in the
Primary Environment. They are Exercises of Practical Life, Sensorial, Arithmetic, Language and
Culture. Geography, Arts and Sciences like Zoology, Botany, Physics, and Geometry are a part of
Human Culture. The aim of these materials is to help the child move from concrete to abstract
concepts and simultaneously ensure that his developmental milestones are achieved.
The mixed age group helps the child in social development and provides an opportunity to
experience peaceful and cohesive existence.
A well maintained play area provides ample scope for outdoor movement. Yoga and Dance are also
offered to Primary children.
Events, Celebrations, Excursions and field Trips
To make learning interesting, topics are chosen weekly for the year. Each of the Topics of
the week is introduced in the Environments through Classified Pictures, stories, rhymes,
Crafts and Visuals. Excursions and Field Trips too are planned around the same to
For e.g., for ‘Communication week’, the child learns songs about body language, pigeon
posts, does a History activity on how communication has changed over time and goes on a
trip to the Post Office as a consolidation where he or she gets to post a letter to his or her
The Sports day and the theme of the Annual day also help the child to understand the world
Celebrations are planned in the school premises for most of the regional and national
festivals. These gatherings give children a glimpse into our Country’s rich and varied cultural
Role of adults in the environment
“Our intervention in this marvellous process is indirect; we are here to offer this life, which
came into the world by itself, the means necessary for its development, and having done
that we must await this development with respect.”- Maria Montessori
The teacher is often referred to as a facilitator in the environment. She is responsible for
preparing and maintaining the environment according to the needs of the child. The use of
the materials is offered to children by invitation through Presentations, which involve
exaggerated movements, facial expressions and gestures. The child is encouraged to take
over the activity post presentation. From here on, the adult recedes to the background and
only observes the child, intervening only when it is absolutely necessary. The adult is
empathetic and sensitive to the needs of the child, yet firm in her interactions with him.
Observations are maintained for each child by the adult and depending on these, the child is
guided to the next level of learning.
Role of parents
Learning is a continuous life long process and not merely restricted to schools. Home is the
primary environment that a child spends most of his time. It offers many of the ‘first
experiences’ for the child. Hence it is important to provide a conducive environment at
home providing ample scope for the child to keep himself engaged purposefully. Providing
him opportunities by involving him in day to day activities (Activities of the Exercises of
practical life) is a great way to also spend quality time together. Children look up to parents
as their role model, so it helps if we consciously try and become one. Use of gadgets should
strictly be discouraged and positive parenting helps the beautiful relationship of the parent-
child to blossom and cherished in the years to come!
Co- Curricular Activities
The children are regularly exposed to Songs, Dance and Yoga during school hours as a part of their holistic development.
Priya Kapoor H
“The environment must be rich in motives, which lend interest to the activity and invite the child to conduct his own experiences”