Language courses

Children between 0 and 3 years old undergo the fastest language ability and vocabulary development.During this stage, if they can be provided with diverse reading experiences, in addition to helping them cultivate good language and verbal expression abilities, they will also develop emotional and social skills.

 Cognitive courses

Inspired by everyday living experience, we have designed a series of related cognitive courses, where the children can experience more diverse knowledge through their sensory organs such as eyes, ears, hands, legs, mouths and tongue. We use colorful teaching aids with different materials to attract the infants' attention, in turn enabling them to learn and explore proactively and unlock the spirit of learning by doing. The adult plays the role as a facilitator by offering adequate assistance when the infant encounters a bottleneck. Allow him to freely explore the teaching aids without imposing any restrictions.

 Sensory integration

Due to transformations in the social environment, modern children are given much more activity space than before, together with the over-protectiveness of parents nowadays, they have deprived their children's opportunity for sensory exploration and physical activities. Through the assistance of certain teaching aids and materials, the baby may experience in person by playing with them, this in turn increases their sensory stimuli and trains the development of their muscles as well as enhancing their hand-eye coordination.

 Visual stimuli courses

Children between 0~3 years old are at a key juncture for brain development. For 0 year old infants, their worlds are black and white; therefore at this stage, it is preferable to show them clear images with clear contrasts. By looking at black and white pictures with stark contrast, the baby will receive the most adequate visual development. Through such strong sensory stimuli, the infants' curiosity to explore their surroundings will be evoked, in turn soothing their emotions and cultivating their observation, imagination as well as thinking logic.

 Parent-child music lessons

• Assist the infant to cultivate awareness of his limbs and sensory organs
• Strengthens the child's physical and spatial concepts.
• Cultivation of concentration.
• Establishing a sense of security and self confidence.
• Practice the expression of emotions and impulse control.
• Use singing to induce the infant's interests in leaning music and language.
• Close bond between the parents and their children.

  English interactive lessons

In order to allow them to speak simple English anytime, the center has devised a curriculum for children between 0~4 years old who are coming into contact with English for the first time. The board books designed for sensory integration development feature soft colors and cute pictures so that small children can page through them and learn. The course is combined with matching cards to help the children learn how to match and categorize; in so doing, they will be able to practice distinguishing between the pictures and the overall relationship during their listening and speaking process. Moreover, by answering the questions through game cards, they can match the cards with the pictures to stimulate the development of small muscles and agility.

 Musical instrument courses

By using Orff musical instruments with cute pictures as the teaching aid, children will become actively interested in music and musical instruments. Design related interactive courses that not only train the children's muscle development but also improve their imagination and cultivate their emotional expressions.

  Teaching aid manipulation course

Teaching aid manipulation course Montessori teaching aids are combined with teaching aids suitable for children between 0~3 years old, where hands-on manipulation is applied to learn related sensory experiences. Furthermore, it also trains the children's small muscle development and cultivates a sense of order and self responsibility, thereby putting the concept of learning by doing into practice.

 Game arts and creative arts

Let children appreciate the variation and profoundness of aesthetics by cultivating their artistic originality. Each original artwork is a new form of dialogue created through the expression of feelings. Besides guiding the expression and participation of children, we are also responsible for understanding each little angel's spiritual language. By exploring different themes and employing diverse materials, we guide the children to create their unique artworks.

The Orff approach was developed by renowned composer and music educator of the 20th century, Carl Orff for children. Due to its creative and inspirational qualities combining local culture and elements with easy to understand, natural and lively methods to enlighten the children's artistic vision, the approach is widely used by music teachers and music enthusiasts throughout the world.

He contends that the purpose of musical education is to enhance people's musical attainment and to bring up people to possess a more rounded personal development. The Orff approach, Dalcroze eurhythmics, Kodály method and Suzuki method are considered four mainstream music teaching methods of the 20th century. The Orff approach is the foundation of art education and the enlightenment of infant music education. Children receive enlightenment from this approach and enjoy the fun of creation, cooperation and interaction during the learning process.

Rhythm

The combination of rhythm and dancing increases children's response towards music by encouraging them to experience various natural movements such as light, heavy, up, down, inside and outside etc. as well as to explore and experience space.

Melody

During the initial stages of learning music, ballad and recital play important roles in sound exploration. Beginning with chanting before progressing to singing, initially, they will start with the falling minor third before advancing to anhemitonic pentatonic scales. Orff emphasizes a progressive method and he also believes that the teaching material should be based on local cultures, therefore children's ballads or folk songs of a country should be used as the basis for developing musical education materials.

Musical ensemble

Orff insists that the musical instruments must be easy to play and original. Orff believes that the learning process needs to progress from simple to complex and from individual performances to ensembles in order to complete the experience.

Carl Orff instrument

Pitched percussion instruments: xylophone, glockenspiel, timpani etc. Woodwind instruments: recorder. Atonal percussion instruments: tambourine, snare drum, woodblock, clappers and triangle.

Improvisation

The improvisational musical form offers numerous materials for improvisation.

Creative teaching

Orff teaching serves to enlighten the children's imagination through guidance, trial and improvisation so as to unleash their creative potential.

Progressive teaching

Children are not required to possess any musical background or ability. After trial, experience, learning and performance, they will quickly obtain interest and feedback, thereby progressively walking down the path of music development.

Native teaching

Setting out from the native country's culture as the basis for teaching, and using teaching materials inspired by the children's environment emphasizing local culture. Traditional musical instruments are also encouraged, to ensure barrier-free learning.

Socialized teaching

During the ensemble teaching, children get to share the fun of instrumental ensemble and understand the social spirit of teamwork. They can also cultivate interpersonal relationships.

Balanced teaching

In conjunction with the children's muscular development, they can achieve the goals of exercising and strengthening their physique, so as to attain a balanced intellectual development.

Teachers engaged in the Orff approach do not seek individual performance skills, rather, the children should have a high degree of musical cultivation, and they should be creative and expressive. Furthermore, they must also have the passion to study and learn, so as to absorb diverse knowledge that can be applied to teaching. How to make the class livelier, more inspirational, richer and more enriching, how to guide the students to unleash their potential, complete and exceed themselves, are the directions and goals of teachers employing the Orff approach.

[ Teaching staff profile ]

Name: Cui-hua Chen
Academic background:
Department of Dance, National Taiwan University of Arts. Certification:
Infant physical fitness, National Taiwan Sport University,   /
Teacher certification from the Orff Music World, Certified   /
teacher at the Dancers' Association, China.

Orff approach inspires infants to become interested in music via their imaginations and fantasies. The babies are introduced to the joy of music to enhance their quality of life and develop their musical potential. The key to this approach is "exploration", "experience" and the belief that "process" is more important than "results". The Orff approach also makes use of rhythm to let children understand that their bodies are the most natural music and sound maker. Through physical developments, the children's self esteem will also grow concurrently.

• Help the children to understand their limbs and sensory organs.
• Reinforces the infants' physical and spatial concepts.
• Cultivation of concentration.
• Establishing a sense of security and self confidence.
• Practice the expression of emotions and impulse control.
• Use singing to induce the infant's interests in leaning music and language.
• A close bond between the parents and their children.

This approach inspires infants to become interested in music via their imaginations and fantasies. The babies are introduced to the joy of music to enhance their quality of life and develop their music potentials. The key to this approach is “exploration”, “experience” and the belief that “process” is more important than “results”. The Orff approach also makes use of rhythm to let children understand that their bodies are the most natural music and sound maker. Through physical developments, the children’s self esteem will also grow concurrently.

 Natural mother tongue teaching

We have designed "Natural Mother Tongue Teaching" for children between 0~4 years old, where foreign teachers teach the babies English in the same way as when they are their mother tongue. Babies begin by "listening" to sounds to gradually accumulate basic vocabulary, then they slowly enter the "speaking" phase, where they will practice English by speaking, starting from simple words to complete sentences. Thereafter, they will progress to the "reading" and "writing" stages to cultivate comprehensive language ability. Such progressive learning technique involving listening, speaking, reading and writing allow the children to learn the language in a natural manner.

 Total Physical Response

T.P.R. (Total Physical Response) is a unique, stress-free mother tongue learning technique. During the class no Chinese translation is used, instead the children understand the foreign teachers via their body language, so that they can express the message that they have understood via physical movements as well. T.P.R. can be used to train the infants' listening ability followed by their speaking ability. This is ideal for beginners, because physical movements have replaced monotonous and repetitive recitals, thereby making children's English learning more vivid and livelier.

How to let infants learn English willingly is an important matter; children love to sing, play and dance, it is in their nature, therefore by introducing games into the English class, not only will it increase the infants' fun and motivation for learning, it will also help the baby to understand and remember the course. In addition, this can be used by the teacher as the basis for evaluating the baby's learning results. When the infants discover the fun of learning within the games, they will no longer reject English. From the games approach, we are glad to see children enhance their learning interests and attention. By learning English from the foreign teachers using examples in life, the vivid and lively learning environment will endow the infants with a sense of participation and achievement. Naturally, after they have laid a firm foundation for listening and speaking, combined with progressive training on reading and writing, the children's English proficiency will be achieved in no time!

Story time

Classic children's books by maestro illustrators Nick Sharratt, David Shanon, Eric Carle are chosen to attract the children's attention with their vibrant, unique colors. The books' concise and repetitive words stimulate the infants to speak and in turn fall in love with the children's book. Sometimes, paging through the book or pulling the book can foster development of the baby's small muscles, thereby allowing further interaction with the teacher.

Fun with alphabet and phonics

Besides allowing children to learn alphabets through games, the phonics of the 26 letters is also introduced to enhance children's listening ability. Since children will never forget the phonics they learnt during infancy, and they are particularly interested in learning language during the sensitive period of language development, they demonstrate the most learning capacity. With the right timing and adequate method, learning proper phonics will be a breeze.

Multiple teaching methods

In order to allow them to speak simple English anytime, the center has devised a curriculum for children between 0~4 years old who are coming into contact with English for the first time. The board books designed for sensory integration development feature soft colors and cute pictures so that small children and page through them and learn. The course is combined with matching cards to help the children learn how to match and categorize; in so doing, they will be able to practice distinguishing between the pictures and the overall relationship during their listening and speaking process. Moreover, by answering the questions through game cards, they can match the cards with the pictures to stimulate the development of small muscles and agility.

English songs and chants / songs and chants

For infants, learning English through songs and chants is not only the quickest but also their favorite method. Not only does it increase their willingness to learn a second language, it also guides them to learn English naturally from songs. They can even practice words and pronunciation, hence songs are incorporated into the course, where Super Simple Song albums are used in conjunction with the course theme to lead the infants to sing and dance. Thanks to the repetitive sentence pattern, short songs, simple words and easy sentences, the approach is perfect for children to catch on quickly, so that they can enjoy the fun of singing in the stress-free class environment.

Conversation

Games are used to entice the infants to speak English more often, and simple greetings are also incorporated into the course. How's the weather? How are you? Let the baby learn about the things he comes in contact with everyday progressively, and common words used during school life or outdoor activities are incorporated into the children's daily lives.

[ Teaching staff profile ]

Name：Lydia

Dear Parent,
Hi! My name is Lydia Chen and I have the privilege of teaching your child this school year. I was born in the state of Missouri, but spent many years of my childhood in Taiwan (I am daughter to a Taiwanese father and an American mother). I have a bachelor’s degree in Music Liberal Arts from Simpson University in California. I have been teaching English for almost ten years of my life and love it!
I am from a huge family (7 children!), thus I’m very comfortable and love being with children! I love having fun, playing games, and exercising. And, of course, being a music major, I love music. I play the piano and sing and do that often in my free time. Other than teaching English, I also work as a piano teacher and music advisor in my church.
My teaching style is based on relationship and interaction. I think it’s best to build relationship with the students, especially younger students, and help them learn with interactive activities, games, and teaching methods.
I’m so excited and privileged to be your child’s teacher this year! I’m anticipating for a great year and getting to know your children.

[ Teaching staff profile ]

Name: Teacher: Nai-wen Xu (Ariel)
Academic background: Yuan Ze University
Experience: Full time kindergarten teacher

How to let infants learn English willingly is an important matter; children love to sing, play and dance, it is in their nature, therefore by introducing games into the English class, not only will it increase the infants' fun and motivation for learning, it will also help the baby to understand and remember the course. In addition, this can be used by the teacher as the basis for evaluating the baby's learning results. When the infants discover the fun of learning within the games, they will no longer reject English.

 Learning diverse aesthetics

Let children appreciate the variation and profoundness of aesthetics by cultivating their artistic originality. Each original artwork is a new form of dialogue created through the expression of feelings; besides guiding the expression and participation of children, we are also responsible for understanding each little angel's spiritual language. By exploring different themes and employing diverse materials, we guide the children to create their unique artworks.Art. Imagine yourself as a plot of fertile land accompanying the children to understand how to extract moments of beauty in everyday life through artistic skills and elements, so that they will be able to express their individuality and freedom of creation, thereby enhancing their aesthetic cultivation from within and enabling them to express themselves.

 Tell a story and guide the children to create

The course focuses on children between 0~4 years old; each creative art course begins with a storybook, where professional teachers tell stories to highlight the theme of the creation, and children are able to unleash their imagination through creative activities such as drawing, sculpting, coloring or cutting and pasting. By exploring different themes and applying diverse elements, the children will be guided to creating their unique artworks. Infant education is not just about the presentation of images, it also emphasizes that children should learn to appreciate beauty from different perspectives.

 Diverse creative elements

Through the planning of diverse art courses, children can attempt various mediums to develop their sense of observation. In addition to doodling, professional teachers will also design lively natural life forms and animals for the children. Their observations such as leaves, magnificent flowers and caterpillars are infused into artworks to create our favorite themes.

 Developing infants' imaginations into creativity

Imagination represents creativity, and a series of clay craft courses have been developed to enable the children to materialize their imaginations! By learning to sculpt a variety of small objects, and by using readily obtainable materials such as small jars to make their creations more vivid, they will be able to discover their creative potential through hands on learning.

Painting

Painting is the most natural form of expression; through writing, smearing and plastering, children can express their feelings and enjoy the magical sensation of playing with colors.

Tear and paste

While learning about the art of tearing and pasting, children can also stimulate their hands and brain activities, as well as experience the association between colors and other objects. This is used as a basic training for learning about form and design.

Create

Through a multitude of hand movements including rubbing, kneading, molding, patting, cutting and stacking etc., children can obtain appropriate emotional relief and express their feelings and emotions. Furthermore, this is also an excellent exercise for developing their muscles and practicing hand-eye coordination.

Graphic combination

Let the children become acquainted with geometric shapes (triangle, circle, square) as well as the aesthetics created by combined graphics, thereby improving their creative aesthetics for painting.

[ Teaching staff profile ]

Name: Teacher: Xuan-qi Lin (Ice Cream)
Academic background:
Tungfang Design Institute: Department of Arts and Crafts, Kun Shan University: Department of Visual Communication Design Children's clay lecturer (class A certification from Padico, Japan), full time kindergarten arts and crafts teacher

Let children appreciate the variation and profoundness of aesthetics by cultivating their artistic originality. Each original artwork is a new form of dialogue created through the expression of feelings. Besides guiding the expression and participation of children, we are also responsible for understanding each little angel's spiritual language. By exploring different themes and employing diverse materials, we guide the children to create their unique artworks.

 Course introduction

At Charlotte, our children's dance classes are conducted entirely in English, so that children can combine the rhythm of dancing, beat of the music with creative games with physical activities. Moreover, a rich array of props is used to guide the children's rhythm during the games and learn English. Enhance children's peer relationships such as: establishing a sense of order, practice queuing, learn how to make observations while waiting, and tandem dancing between two or more children.

 Course content

1. Finger rhymes
2. Greeting songs
3. Warm-up exercise
4. Theme song
5. Mobile activities
6. Parachute games

By exploring different musical styles, singing, dancing, rhythm and musical instruments, children will learn about important musical skills such as cadence, tempo, beat and melody, thereby laying the firm foundation for their musical learning in the future. In addition, the exercise will also assist the development of the children's movements, social & emotional learning, language and intellect. According to research, a fetus can remember songs or sounds while still inside his mother's womb, while a baby of 6 months old or above is able to detect and remember variations in tone, melody and rhythm.

Musical rhythm fosters the baby's comprehensive development. Through diverse musical instruments, props and team-oriented activities, the baby's musical memory capacity and language development can be enhanced. At the same time, he can also experience musical elements including rhythm and beat, in turn accumulating a wealth of musical experience for the baby. Appreciate lullabies from all over the world to soothe the baby's mood and increase the intimacy between you and your baby.

During the sensitive period of language development, it is the most appropriate time to develop and reinforce the child's language skills. Regardless of whether the child will receive formal musical training, precise intonation is a prerequisite skill, because it is beneficial for the stability of his listening ability and mature oral motor development. These are all conducive for aiding the child's language development. We have especially developed musical activities to strengthen and challenge the child's skill sets and enable him to embark on a journey of musical exploration.

Group exercise, singing, finger rhymes help to build the child's self confidence, respect and social skills. We encourage children to express themselves via music. By touching, exploring and playing various musical instruments, the baby's creative music skills can be inspired, thereby unleashing their imagination and fostering listening skills. Vast collection of interesting musical instruments and music CDs with different genres, create a vibrant musical world for the children.

During this period, your baby is particularly sensitive towards body movements and sensory perceptions, therefore it is the perfect period to establish a steady sense of rhythm, because it means that the baby will be more composed and he will have a good grasp of time. This is an extremely important learning ability for when the baby enrolls in school in the future. Vivid, interesting musical activities will allow you and your baby to experience musical styles originated from different parts of the world.

By exploring singing, dancing, rhythm and musical instruments, children will learn about important musical skills such as cadence, tempo, beat and melody, thereby laying the firm foundation for their musical learning in the future.During the process of listening and appreciating music, the child will develop a steady sense of rhythm and explore the similarities and dissimilarities of tone qualities. At the same time, it also stimulates the comprehensive development of the baby's body, social emotions, cognition & memory and language.

[ Teaching staff profile ]

Name： Linda
Academic background：Tainan University of Technology

Montessori stands for a philosophy, truth, respect for children and to recognize the children's emotions by understanding how they feel. When a child is respected, he establishes self esteem and sense of security easily. Certainly, such a child naturally has respect for other people as well.

Consequently, parents need to respect their child as being an independent individual. For instance, when speaking to your child, it is best to squat down and make eye contact with him instead of presenting a dominant attitude. On the contrary, when your child is trying to talk to you, listen closely, because although he may sound immature, what he is trying to convey must be of certain significance to him, therefore parents should pay attention to their children when they are talking.

Children can choose what they want to do, we do not force feed them education; such unconventional philosophy is the trait of Montessori education.The child can walk in the classroom freely, free to choose the work he wishes to undertake. When he is allowed to make his own choice about what teaching aid to use, he is more likely to remain interested simply because "I chose to do this by myself, it wasn't decided by adults!" When the child exhibits interest in something, his attention will naturally be higher and he will more likely to play with the teaching aid repeatedly. Why the repetition? Because when the child has made his own choice, he has a motive for learning and he wants to master the task he has selected.

When telling stories to children, we can best appreciate the occurrence of repetition, because they love the story so much that they want to hear it multiple times. Why does the child not get bored of listening to the same story over and over again? Aside from that fact that he likes to and is interested in listening to the story, there is a deeper reason in that he is still learning, and he wants to memorize every detail of the story. A child's brain is full of information that needs to be organized, arranged and absorbed. By manipulating a teaching aid, the child is constantly sharpening his sensory and motor organs while developing his intellect.Therefore, Montessori education is based on the premise of freedom of choice to inspire the child's learning motivation and encourage him to be an active learner.

The sensitive period is an extremely profound concept proposed by Montessori.Children 2~3 years old have a sensitive period for order, where they want to be kept in conditions they are familiar with. For instance, the same strolling route everyday, same bathing sequence, same place by the dining table and everything must be kept in the same place etc. Because children in this phase require this method to establish a sense of order in life. if too much variation is introduced in life, they will feel uncomfortable.

4 year olds and 5 year olds will not behave this way. The most intriguing thing is, after he has gone past the sensitive period, he will no longer be so persistent. Therefore, for children in the sensitive period, you should inform them prior to making any changes in order to prepare him psychologically, otherwise it will be the adult's problem, because you don't appreciate his needs! If you do, you can get along with your child more peacefully and parent-child interactions will be smoother as well.

Orthodox Montessori kindergartens must have mixed age classes with students between the age of 3~6. Montessori mixed age education is truly a beautiful sight to behold. In a Montessori class, if a child spoils something, other children will actively offer their care and help. If there is a newcomer to the class, existing students will also look after him and introduce the environment to him.

Children are friendly with one another, look after one another and learn from one another. Smaller children look up to older children, especially when they are working on mathematics or language; smaller children often become flabbergasted and gasp "Wow, you are so good!" in admiration. At the time, the smaller children only have one thought "I wish I can be like him when I grow up!" "I wish my maths will be as good as his is in the future."

Montessori education provides thousands of teaching aids to help the children make something complicated more concrete, so that they can learn more effortlessly and happily. As a result, they become more independent and are not affected by the flaws of traditional, force-fed education. For instance, by allowing children to touch and become familiar with geometric sensory teaching aids such as a cuboid or cylinder, they will feel like they are meeting an old friend when coming into contact with volume and area in mathematics. Since they already have knowledge of such concepts, they will not feel intimidated.

Using maths teaching aids as an example, multiplication and division can be manipulated by children, where they can feel their way to the solutions via simple, concrete methods. How do you go about feeling for multiplication? Well, please refer to the teaching aid introduction and you will discover that math can actually be felt! Personality and intelligence complement each other; during everyday life education, we should teach children various etiquettes and help them understand how to respond to people, including opening/closing a door, answering telephone, receiving guests and blowing a nose etc. The little details accumulate to shape children with great personalities, and this is our duty as their parents.

Montessori education focuses on individual education designed according to the needs of each child. There is no schedule.Parents with 2 or more children will discover that although they are raised by the same parents, the personality, preference and native intelligence will not be the same. If the parents observe their children closely, they will become aware of what he is currently interested in; at this time, they need to make a learning record quickly and introduce him to the appropriate teaching aids.

Therefore, during the process of raising children, if you see anything he is interested in, just follow his lead, because he will reveal his interests to you involuntarily. Each child is special and we need to be attentive observers to design unique courses for him. In addition, recently I have encountered more slow learning, autistic children or children with ADHD. I believe that these children require special attention, guidance and teaching from their parents.

Montessori believes that the main role of a teacher is as a director. We need to observe children closely and follow them, we should allow them to learn what they want to learn and introduce appropriate teaching aids in good time. The same applies to teachers and parents; we must remember that we are directors and observers, we are not teachers. If your child tells you "Mom, I can do it by myself" You should take it as a compliment, because that means you have successfully educated him.

Regarding this aspect, we desperately need a spiritual reformation; don't perceive yourself as an authoritarian character, rather, you should take a step back and become a successful director. Such educational philosophy is genuinely found in a Montessori center. You won't hear teachers screaming "Stop the racket!" Instead, they will talk softly to the children "It is time to quieten down children." When adults talk in a gentle manner, the children will also start to speak softly. The louder you yell, the louder the children will shout back, because they take after you. Don't forget, kids are the perfect imitators.

Montessori classrooms are meticulously designed and planned, and the teaching aids are placed in locations accessible to children. Furthermore, it is an extremely safe environment. Speaking of abundant teaching aids, they are necessities in preparing a high quality environment. Montessori is not only a philosopher, she is also a practitioner who has invented countless teaching aids.

Children receiving Montessori education obtain happiness and satisfaction from work, and they exude self-esteem and sense of honor. Through learning, gaining experience and growing everyday, they are very busy workers indeed. Consequently, material rewards have become unnecessary for him, he loves to work more than candies and toys, because his sprit has been elevated to a higher level.However, when starting to employ the Montessori teaching method in the beginning, children may exhibit a lack of interest at first, this is because he has not cultivated the habit of working yet.

This situation is akin to newcomers to a Montessori kindergarten, who also appear to be slack and disinterested because they have not yet found the teaching aid they prefer. When a child discovers a work that really attracts him, he will become very committed; by the time, you will witness his high level of concentration and how he gradually becomes fond of working. By the time, when you tell him "When you finish this work, I will give you a candy" It will not be so important anymore for the child. Therefore, rewards are not necessary, because children will obtain satisfaction and reward from work and he will not require you to incentivize him.

Daily education is the earliest form of work introduced to the children in a Montessori environment; it includes basic movements, life etiquettes, small muscle development & training, movement control, looking after themselves and the environment etc. These are closely related to our daily lives. The main objective is to train the child's body movement and coordination so that he can adapt to the environment and establish a firm foundation for living independently in the future. Moreover, it also serves to cultivate the child's patience, concentration, hand-eye coordination and good habits of mutual help and cherish resources.

Mothers of 2 year olds often discover that when they are sweeping the floor, the babies will try to take the broom and say "I want to sweep the floor too". Or they will say "Let me do it!" This is the perfect moment for teaching him how to use the broom while he is showing the most interest. Most movements are closely related to everyday life, for instance: sewing, tearing, pasting, cutting, grabbing, hitting, turning, pasting, cutting, rolling, rubbing, kneading, walking, sitting, standing and running etc. Practicing these movements is also part of daily education.

Sensory education refers to the cultivation of sensory abilities such as the sense of sight, hearing, smelling, tasting and touching. If the baby's level of sensitivity can be enhanced during the sensory sensitive period (0~6 years old), it will have a tremendous impact on future learning. For example, the cultivation of pitch must be carried out as early as possible, because once you have missed the hearing sensitive period, potential problems such as tone deafness or incorrect pronunciation will need to be corrected when the child grows older, resulting in poor performance.

Different nations have different cultures, hence the children will have to be taught differently. For instance, children living in the East are taught how to use chopsticks while Western children learn how to use cutlery such as fork, knife and butter knife etc. This is the significance of native teaching.

Montessori lived through two World Wars, and she discovered that the reason people murder one another is the lack of understanding, therefore she advocates cross-cultural teaching, where children are required to gain a global perspective in addition to their own native culture. In so doing, they can get to know and respect other countries' cultures. Therefore Montessori believes that education is the best approach to fostering world peace.