Frequently Asked Questions
Is it true children can do whatever they like?
Freedom is often misconstrued as the child being allowed to do as he or she pleases. Freedom of choice IS a central feature of our classroom. While it provides freedom within clear limits, it does not mean that children can do whatever they like. Rather, they are encouraged to think independently and act appropriately as a member of a social group.
Our children HAVE the freedom of movement, choice of their own work and interaction. They can choose to work alone or in a pair to complete the activity.
They are first introduced and presented with the use of the materials. Then they are free to choose that activity whenever they wish and work with it for any length of time; as long as it is available on the shelf.
When this freedom of choice of work is exercised with responsibility and clear limits, it supports the development of self-discipline and independence within the child. As they assimilate into the environment, independent decision-making and positive action naturally become what they want to do.
Their freedom of choice is limited only when it infringes upon the rights of others.
- They should not misuse materials or abuse the feelings of another.
- They cannot choose an activity that has not been replaced on the shelf.
- They should not restrict the rights of others by depriving them through the possession of the material, without the intention to work with it.
Our children HAVE the freedom of movement, choice of their own work and interaction. They can choose to work alone or in a pair to complete the activity.
They are first introduced and presented with the use of the materials. Then they are free to choose that activity whenever they wish and work with it for any length of time; as long as it is available on the shelf.
When this freedom of choice of work is exercised with responsibility and clear limits, it supports the development of self-discipline and independence within the child. As they assimilate into the environment, independent decision-making and positive action naturally become what they want to do.
Their freedom of choice is limited only when it infringes upon the rights of others.
- They should not misuse materials or abuse the feelings of another.
- They cannot choose an activity that has not been replaced on the shelf.
- They should not restrict the rights of others by depriving them through the possession of the material, without the intention to work with it.
Would my child be bored doing the same activity every day?
A child is bored only when they are not engaged purposefully.
If we understand repetition as work that provides the child with opportunities to practise a skill, we will better appreciate that this repetition of work will allow the child to practise, master and retain the skill or knowledge of the material.
In our classroom, a lot of thought and care is put in by the teachers to prepare the environment with a broad range of materials that are both aesthetically pleasing and age- appropriate. There are many interesting tasks for our children to choose from, all involving real and purposeful activities.
Ultimately, it is important to remember that the need for repetition is far more critical than the need for mastery. In Dr. Maria Montessori’s words herself, “Repetition is the secret of perfection”
If we understand repetition as work that provides the child with opportunities to practise a skill, we will better appreciate that this repetition of work will allow the child to practise, master and retain the skill or knowledge of the material.
In our classroom, a lot of thought and care is put in by the teachers to prepare the environment with a broad range of materials that are both aesthetically pleasing and age- appropriate. There are many interesting tasks for our children to choose from, all involving real and purposeful activities.
Ultimately, it is important to remember that the need for repetition is far more critical than the need for mastery. In Dr. Maria Montessori’s words herself, “Repetition is the secret of perfection”
Why isn’t the classroom as decorated and colourful as childcare centres?
We designed our classrooms to be simple and natural, yet it exudes warmth and is aesthetically pleasing, just like our homes. We like it to be orderly, uncluttered and calm; providing a restful place and a conducive one for learning. We try to use natural materials as far as possible as children are naturally drawn to the beauty of materials like glass and wood. We choose to draw their attention and interest through the invitation of the varied range of materials on the shelves which is central to their acquisition of knowledge and skills.
Will my child benefit more from a Mainstream Pre-school or Lumiere Montessori House?
We believe it is important to find a school that suits your child’s learning needs as each child is unique. Children in Lumiere learn in a different way and at their pace so there is no pressure to meet the same learning curve as their peers. To reap the fullness of our programme, it is ideal that they attend the 3-year programme.
How will I know my child’s progress?
Communicate with us! Communicate with us whenever you have a concern or wish to find out how your child is doing, we are always happy to share our observations with you. In addition to the informal chats you are welcome to have with us, we conduct Parent-Teacher Conferences twice a year in Term 1 & 3. These conferences provide a platform for an in-depth discussion and understanding of your child’s learning journey. Progress reports which charts your child’s learning curve are also sent home in Term 2 & 4.
Will my child have difficulties transitioning from Lumiere
to a Local / International School when they graduate?
Children who graduate from Lumiere are well-prepared beyond the average curriculum standards and this is not because we want to prepare more; but because children enjoy learning from a curriculum that builds strong foundations with clear understandings on abstract concepts.
Apart from laying a strong academic foundation, our particular focus on the development of the whole child prepares them to face change and challenges with confidence and resilience; traits which form the bedrock for a successful transition on either pathways they embark on.
Apart from laying a strong academic foundation, our particular focus on the development of the whole child prepares them to face change and challenges with confidence and resilience; traits which form the bedrock for a successful transition on either pathways they embark on.
What if my child can’t catch up with his peers academically?
One of the attractions of the Montessori Education is that it is focused on the child and learning is pitched to the pace of each child’s individual abilities. There is no expectations for any child to be on par with their peers at the same time as we recognise that each child has a different learning curve. Instead, we will continue to help them achieve their learning milestones through strengthening their foundational concepts. To add, we endeavour to maintain a learning environment that promotes co-operation, not competition; and failure is not demoralising but always seen as a learning experience to growth.
How is discipline handled in the classroom?
We believe in communication. We believe in listening to what the child has to express especially his/her emotions before we help them understand why certain behaviours are unacceptable. We believe children are best guided when they learn there are natural consequences to actions and we certainly do not adopt a punitive approach to help them learn things. Time-out is not practised in our school. However, the child is given the space they need to calm down with one of our teachers near them, ready to communicate when they are calm and ready to speak.
All our staff also strive to provide an environment in which respect for others is observed, developed and nurtured.
All our staff also strive to provide an environment in which respect for others is observed, developed and nurtured.
