![]() ![]() Teachers may also be modeling/encouraging toddlers to “restore their work” as they go and facilitating problem solving between students. Teachers are observing or quietly moving through the room, assisting or redirecting as needed. Toddlers tend to explore materials and may work at the shelf or take a work to a table or floor rug. During an Infant work cycle, you should see a heavy emphasis on individual activities and transitions.Īt the Toddler level, a 2- to 3-hour uninterrupted work cycle is not developmentally appropriate a typical morning work cycle can vary from 1 to 1½ hours. At the Infant level, you should observe children freely moving and exploring the environment, with adults observing, and assisting individual children only as needed. Overall, you should observe children freely moving and exploring the environment, with adults observing and assisting individual children only as needed.ĭuring an infant’s day, you should not see a heavy emphasis on group activities and multiple group transitions. The teacher would place the child in this position and would move him/her based on cues they receive from the infant). Infants should be free to move throughout the day, and should not be placed in any kind of apparatus that restricts movement, or in any place/position they cannot get out of on their own (The exception to this is the very young, non-mobile infant, who may spend time lying on his/her back and/or his/her stomach throughout the day. There might be a period of time during which some meals are "scheduled" such as breakfast between 8:00 and 9:00 for older infants who can sit at a table and eat solid foods, but, in general, the guiding principle is “follow the child,” based on each child's schedule and observed needs. Each child typically has his/her own schedule, which should be posted for parents and teachers. The following is intended to be a guide to what an observer would see during the uninterrupted work cycle: Infant & ToddlerĪt the Infant level, a 2- to 3-hour uninterrupted work cycle is not developmentally appropriate. ![]() ![]() While the work will look different for each age group, at all program levels children should have ample time allotted for the uninterrupted work period. being removed from the class for therapeutic services.more one-on-one teacher time and direction.This uninterrupted work period is vitally important, as that is when the building of coordination, concentration, independence and order, and the assimilation of information are able to occur.Īt all levels, students with special needs may need unique considerations, such as: Within the Montessori environment, the children need to have time to work through various tasks and responsibilities at their own pace. The uninterrupted work period is fundamental to the Montessori approach, which recognizes and respects individual variations in the learning process. This explanation is comprehensive but not exclusive of what may be observed in AMS-accredited schools during the work cycle. AMS-accredited schools are required to meet the following definitions of uninterrupted work time for each applicable program level (as articulated in Criterion 3.9 of the AMS School Accreditation Standards and Criteria), and these definitions are recommended as best practice for AMS member schools. The American Montessori Society School Accreditation Commission and the AMS Teacher Education Action Commission offer this resource to AMS schools and affiliated teacher education programs to clarify AMS’s definition of optimal uninterrupted work period in Montessori classrooms.
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