Integrated Curriculum

Nicole Rousey
Lander University
Summer 2014

There is so much more than just practical life, sensorial, language and math in a
Montessori classroom. Teachers are not just going to show a lesson one time and move on to the
next lesson like a traditional teacher might, we will expand on the lessons and show them time
and time again. It is important to integrate, or pull in multiple areas of study within one lesson.
We do this a lot when we begin teaching students about the different sciences, history, music and
arts.
There are many different areas of science that are covered in a primary classroom;
geography, geology, astronomy, biology, physical science and science experiments. In
Geography we introduce children to what the globe looks like and the different continents and
we try to teach an appreciation for our Earth and the land we live on. We also focus in on our
state, city and classroom. Teaching them an appreciation for maps and how to use them as well
as direction, which are all things that are not introduced until much later in a traditional
curriculum. Once the child has worked in pouring water in Practical Life they will be introduced
to land and water forms, this is really all we teach in Geology but is important and fun for the
child to get to touch and see all the different forms. Astronomy is also briefly touched on when
children can explore the planets! Biology is an important part in the primary classroom; children
will begin to explore life and all about the different parts of plants and animals. Physical science
and experiments are exciting for any child or adult, it continues the hands on approach and helps
give the visual of what is happening. Children get to manipulate different things and can come up
with their own conclusions and questions and work through their own predictions. Science is
manly just watching the teacher do experiments in a traditional classroom but in a Montessori
classroom children really get to get their hands into the material and make their own predictions,
plan and attempt their own science experiments. This helps form their mathematical mind and
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communication skills of writing and using the correct terminology for the different materials that
the child will use.
History is also an area that is taught at an early age in Montessoris curriculum. This is
when we learn about each of the children and their life, typically we learn about them and get to
see pictures of them in different ages of their life on their birthday. We also look at the clock and
learn about time and the different seasons. We get to learn about our seasons as well and how
they might differ from regions of the country or even different areas of the world. Personally this
is one of my favorite times in the classroom because I really enjoy the children bringing in their
pictures and telling about their life and getting to see more of their family and the important
things they do to celebrate. Culture cannot be received from another, but only through the work
and increased realization of oneself. (Montessori, 1967,pg. 263).
It is important to begin teaching children to appreciate art and music. We introduce them
to different types of art and music so they can begin to see and hear what they will personally
enjoy, as well as, teaching them to respect all the different pieces whether or not they like it. One
does not have to like everything but still needs to have respect for the creator. After being in band
I feel like I have a much greater appreciation for all types of music. I have also been able to
witness in my classroom the past year one of our five year olds that is taking violin lessons, she
is so excited to share what she has learned and play for the class. I feel like this helps the
children learn to respect not only their classmates as they learn new talents but also music and
the creative arts because they are having their world opened to new experiences. there can be
no more than an introduction to it for children of tender age; only when they are somewhat older
can they develop a real interest in it. (Montessori, 19721967,pg. 286). All we can do as teachers
is introduce the children to these creative arts and show them how to appreciate it, it will take
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several experiences before the child will truly create an opinion of what they really enjoy and
what they do not care for as much.
Just as in the field of music, we have to wait until we are capable of
understanding music, in order to experience the spiritual upliftment
which it can give, the teacher must wait until the moment when the child
feels this stimulus to the intelligence, when he will make the right action
with the object. (Montessori & Ramachandran, pg. 198).
When children have the opportunity to listen to music we can also teach them
ways to move to music. Slow music will help them slow down their movements and
think about where they are in a defined space, but then we can place upbeat music and
let the child be more carefree.
It is during this slow and continuous motion that music may be
introduced as a help to sustain their efforts. When balance has been
attained, education in rhythm may then be taken up. Many lullabies make
suitable accompaniments for these slow and uniform movements.
(Montessori, 19721967, pg. 287).
Children also get to take the time and create their own art work. When studying
each continent the students will get to experience making different kinds of art that is
made in the different countries within each continent. Not only do we give them the
opportunity to create the art from different areas we also have an area that is open for
the child to be as creative as they wish to be. We do not teach the child to draw by
having him draw but giving him the opportunity to prepare his means of expression.
(Montessori, 19721967, pg. 281). The children will want to draw and love to create
their own masterpieces. This in turn will prepare the child to write and think creatively
because once they can draw they will want to talk about what they have made. Thus in
turn creates another way to integrate art, geometry, writing, and discussions.

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My experience in the classroom has proven how important bringing in these

different areas of music, art, sciences and history can be. If we just focused on language
and math children would not be interested in coming to school and learning. When we
can integrate these subjects children can more easily find joy in doing math and
science, when they can move and make choices and voice their opinion they are excited
to participate and be a part of something much greater than a classroom full of lessons.

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References
Montessori, M. (1967). The absorbent mind ([1st ed.). New York: Holt, Rinehart and Winston.
Montessori, M. (19721967). The discovery of the child. New York: Ballantine.
Montessori, M., & Ramachandran, R. (1998). Creative development in the child: the Montessori
approach. Thiruvanmiyur, Madras, India: Kalakshetra Publications.

Great quotes. The paper just needed a little cleaning up.

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