About Montessori at BHMS.
Different. Evolution of brilliant Ideas
Our Montessori environment is a spacious, open, tidy, pleasing in appearance, simple and real place, where each element exists for a reason in order to help in the development of the child. The environment is proportional to children’s height and size, and it has low shelves and tables and chairs of different sizes where children can sit individually or in groups. The classroom is divided into theme areas where related materials are exposed on the shelves, allowing great freedom of movement. Children can work in groups or individually, respecting their own style and rythm. Each child uses the material he chose by taking it from the shelf and putting it back in its place so others can use it.
The environment promotes the childs independence in the exploring and learning process. Freedom and self-discipline make possible that each child finds activities that respond to their evolutionary needs.
Montessori classrooms gather children in from 2 to 6 years old. These “mixed age classrooms” favour spontaneous cooperation, desire to learn, mutual respect and the acquisition of deep knowledge in the process of teaching others.
Montessori materials were scientifically designed in an experimental context within the classroom, paying special attention to children’s interests based on the evolutionary stage they were going through and with the belief that manipulating concrete objects helps the development of knowledge and abstract thinking.
These materials allow children to investigate and explore in a personal and independent way. They make repetition possible, and this promotes concentration. They have the quality of “isolating the difficulties”, which means each one of these materials introduces a unique variable, only one new concept, isolating it and leaving the other concepts without modification. These materials have a “control of error”: the material itself will show the child if he/she used it correctly. This way, children know that errors are part of the learning process; they teach children to establish a positive attitude towards them, making children responsible for their own learning and helping them to develop self-confidence.
Dr. Montessori believed that every educator should “follow the child”, recognizing the evolutionary needs and characteristics of each age, and building a favorable environment, both physical and spiritual, to respond to these needs. Children’s development emerges as a need to adapt to his/her environment: the child needs to give a meaning to the world that surrounds him/her, and he/she constructs him/herself in relation to this world.
Maria Montessori observed that the child goes from infancy to adulthood through 4 evolutionary periods called “Planes of Development”. Each period presents characteristics that are radically diferent from the other periods, but each of them constitutes the foundation of the following period. In her book, The Absorbent Mind, Montessori explained that: “In the same way, the caterpillar and the butterfly are two creatures very different to look at and in the way they behave, yet the beauty of the butterfly comes from its life in the larval form, and not through any efforts it may make to imitate another butterfly. We serve the future by protecting the present. The more fully the needs of one period are met, the greater will be the success of the next.”
The first plane of development that starts at birth and continues until the child is 6 years old is characterized by children’s “Absorbent Mind”, which takes and absorbs every aspect, good and bad, from the environment that surrounds him/her, its language and its culture.Contact Us Now
Curriculum: This is one of the things we do best
The classroom curriculum for children from 2 to 6 years old is divided into four working areas:
Practical Life: These are activities that aim to the care of the person, of others and of the physical environment where they live in. These activities include tasks that are familiar to the child: washing, polishing, setting the table, arraging flowers, etc. They also include activities of “grace and courtesy”, which are part of all civilized people. Through these and other activities, children achieve coordination and control of movement and exploration of his/her surroundings. Children learn to complete a task from beginning to end, they develop their will, self-discipline, the capacity of concentration and self-confidence.
Sensorial: Children at this age learn through senses more than through their intellect. The sensorial materials are tools for children to refine each of their senses. Each material isolates a specific quality: smell, size, weight, texture, flavour, colour, etc. In this preschool age, when children are “bombarded” with sensorial information, these materials allow them to find order and meaning to the world, raising his/her capacity of perception, favouring observation and a sense of admiration for everything that surrounds him/her.
Language: When the child enters an environment at age 3, they enrich the language that they had already acquired. They are capable of using it intelligently with precision and beauty, slowly realizing its properties. They learn to write, starting with their senses (hearing and touching), and as a natural consecquence they learn to read. As an extension of language activities, children learn about geography, history, art and music. These areas help the child to know his/her surroundings and to realize the place the child occupies in this world. They teach him to respect and love for his/her environment, and they create a sense of solidarity with all humanity and his/her habitat.
Mathematics: The materials help the child to learn and understand mathematical concepts when working with concrete materials that lead him/her intuitively to abstract concepts. They offer him/her sensorial impressions of the numbers and set the foundations for algebra and geometry.
What Parents Say
Valuable and insightful feedback from some of our
“Awesome place 🙂 kids will fall in love with the school and Minu”
“A good school with good teaching capability with all experienced teaching staff n we r proud to send our kids to the school
“They follow pure Montessori and Minu puts in lots of effort in the overall growth of the children . Also she gives personal attention to each and every child . Keep it up Minu. Wishing you the best always ,,,,👍”
“Excellent school and great teacher. This is place where kids can learn very fast.Nice environment. Good interactions between parents and teachers.”
Vijay Kumar Singh
“I am very much happy with my child progress. Thanks to Beehive Montessory and Minu madam.”
Hemanth Kumar Mogarala
“Beehive has helped transformed my daughter from being a adamant 3 year old to a responsible 5 year old. Thanks to Minu and team for helping kids by not pressuring them.
I am ardent advocate of Montessori education and Beehive Montessori School”
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Our Awesome Team
Meet the team behind BHMS
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Check Out Our Cool Visits
Taking children out to different interesting places like HAL, Police Station, Post office, Farms, Hospitals, etc are an integral part of the curriculum. Check out a few pictures below.