You might already be familiar with the Montessori work cycle, known as work time. What is it exactly, and why is it so crucial?
An uninterrupted period is a Montessori work cycle. Children are free to explore the prepared area and interact with materials of their choice during this time. The purpose of the period is to provide them the chance to enjoy the profession they love while simultaneously developing fundamental life skills.
A work cycle’s duration varies according to the age group and the school. The majority of morning work periods in classrooms last three hours. Additional general rules to bear in mind for various age ranges include:
Classrooms for toddlers: two hours daily
Early childhood/primary classrooms: 3 hours on average in the mornings, with an additional hour in the afternoon for children aged 4 and 5.
Elementary: Usually three hours in the morning and another two to three hours in the afternoon.
What objectives exist?
Giving children this time is something we do to promote their growth. The work cycle benefits kids by:
- Increase your independence
- Improve their capacity to concentrate
- Enjoy the tools and resources
- Genuinely happy with their job
What precisely do kids do at this time?
There is always some combination of the majority of pupils working alone. At the same time, teachers provide one-on-one or small-group instruction, even if it may appear slightly different at various levels. Children are given the respect they deserve at this time and during their discovery by being presented with as little interruption as possible.
Lessons in primary and early childhood settings are typically given one-on-one. Children walk throughout the classroom choosing the work they want to do. They might use a table or the floor to work while having a particular rug underneath them. They carefully move the work they’ve chosen from the shelves to the workspace of their choice and use it as they’ve been shown before. Children are aware they are in charge of neatly returning the materials and choosing their next task. Children at this age may engage in what is referred to as “parallel play,” but they are usually focused on their activity. This can be understood as working and playing together while concentrating on their distinct tasks.
The fundamental structure Is the same in elementary school, but teachers recognize that young children need greater socialization for developmental reasons. Smaller groups of students receive lessons more frequently and like working together. Although there is a strong emphasis on autonomy and self-directed learning, elementary school students are nevertheless expected to adhere to academic standards. Teachers gently provide children with techniques to achieve these goals by checking in to see whether they are fulfilling them.
Regardless of level, the work cycle allows kids to become independent, make decisions, and genuinely enjoy what they do. Teachers regard this time as sacred because it lets kids focus intensely on their studies.