This Appendix makes links between the early learning goals (ELG) and Montessori practice. In this edition the developmental steps outlined in Development Matters (BAECE, 2012) are listed and matched with Montessori activities, recognising the importance of a learning journey a child makes during his/her time in a setting while working towards the early learning goals. Many children achieve these goals at the end of the reception year and are currently assessed at that time using the Early Years Foundation Stage profile (DfE, 2014a) which may become optional from September 2015, as it is replaced by the proposed baseline assessment on entry into Reception class. Whilst not everyone is likely to agree with the developmental steps identified by Development Matters it is important to remember that learning and development in the early years are unique to each child and are not necessarily a uniform process. Therefore, scaffolding children's learning and ensuring that children have time to play, explore and investigate whilst they are developing their critical thinking, as well as personal and social autonomy in a relaxed and calm atmosphere, are important elements of school readiness.
In this appendix the Development Matters guidelines on the expected developmental progression will guide the child in working towards the early learning goal in this area of development. The learning goals to be achieved in each area are set out in individual boxes with each box outlining the learning goal in bold. Whilst the examples of the Montessori Practice are presented in the boxes shaded in light gray.
Prime areas
Communication and language involves giving children opportunities to experience a rich language environment; to develop their confidence and skill in expressing themselves; and to speak and listen in a range of situations.
Listening and attention
In Development Matters the child of:
16 to 26 months:
listens to and enjoys rhythmic patterns in rhymes and stories
enjoys rhymes and demonstrates listening by trying to join in with actions of vocalisations
rigid attention – and may appear not to hear
22 to 36 months:
listens with interest to the noises adults make when they read stories
recognises and responds to many familiar sounds, e.g. turning to a knock on the door, looking at or going to the door
shows interest in play with sounds, songs and rhymes
single channelled attention, can shift to a different task if attention fully obtained – using child's name helps focus
30 to 50 months:
listens to others one-to-one or in small groups, when conversation interests them
listens to stories with increasing attention and recall
joins in with repeated refrains and anticipates key events and phrases in rhymes and stories
focuses attention – still listens or does, but can shift own attention is able to follow directions if not intently focused on own choice of activity
40 to 60+ months:
maintains attention, concentrates and sits quietly during appropriate activity
two-channelled attention – can listen and do for short span
Early learning goal as described in the EYFS: by the end of the Reception year children should be able to:
- listen attentively in a range of situations
- listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions and actions
- give their attention to what others say and respond appropriately, while engaged in another activity
In the Montessori setting the child:
has daily access to, and enjoys listening to and participating in nursery rhymes, songs and stories and musical instruments
is encouraged to join in and contribute when ready
participates in the silence game which encourages focused listening
participates in two way conversations
is given time to respond appropriately
is encouraged to focus on presentations of new activities
Understanding
In Development Matters the child of:
16 to 26 months:
selects familiar objects by name and will go and find objects when asked, or identifies objects from a group
understands simple sentences, e.g. ‘Throw the ball’
22 to 36 months:
identifies action words by pointing to the right picture, e.g. ‘Who's jumping?’
understands more complex sentences, e.g. ‘Put your toys away and then we'll read a book’
understands, ‘who’, ‘what’, ‘where’ in simple questions e.g. Who's that? What's that? Where is?
developing understanding of simple concepts, e.g. big/little
30 to 50 months:
understands use of objects, e.g. What do we use to cut things?
shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by
carrying out an action or selecting correct picture
responds to simple instructions, e.g. to get or put away an object
beginning to understand ‘why’ and ‘how’ questions
40 to 60+ months:
responds to instructions involving a two-part sequence
understands humour, e.g. nonsense rhymes, jokes
able to follow a story without pictures or props
listens and responds to ideas expressed by others in conversation or discussion
Early learning goal as described in the EYFS: by the end of the Reception year children should be able to:
- follow instructions involving several ideas or actions
- answer ‘how’ and ‘why’ questions about their experiences and in response to stories and events
In the Montessori setting the child:
is given opportunities to demonstrate their understanding by following short conversations and non-verbal interactions
listens to instructions from adults and peers which gradually become a routine as the child matures and settles into the rhythm of daily life
responds to questions from adults and friends
is able to follow complex instructions and respond to them appropriately as the child becomes more experienced and settled in daily routines
Speaking
In Development Matters the child of:
16 to 26 months:
copies familiar expressions, e.g. ‘Oh dear’, ‘All gone’
beginning to put two words together, e.g. ‘want ball’, ‘more juice’
use different types of everyday words including nouns, verbs and adjectives, e.g. banana, go, sleep, hot
beginning to ask simple questions
beginning to talk about people and things that are not ...
