Educational Program

Practical life Activities

Activities of Daily Living help Children gain the skills they need to care for themselves, others and their environment. The purpose of these activities is to strengthen movement coordination, concentration, independence and indirectly prepare the Children for writing, reading and mathematical concepts. Activities of Daily Living also include lessons in grace and politeness. It is a series of activities that help the Child to record the code of communication with others. They enable us to have meaningful communication with those around us. The development of responsibility, which all people need to have, in relation to others, is an important purpose in human life.

Activities for sensory development

The sensory material was designed by Dr. Maria Montessori to help the Child educate, refine and classify his sensory experiences. The purpose of sensory activities is to help the Child mentally register abstract concepts so that he develops the ability to observe and compare accurately. There are materials that focus on the development and refinement of each sense separately. Materials for visual perception, sense of touch and stereo perception, hearing, smell and taste. For added challenge, include identification and sorting activities, isolating each sense separately.

Language Activities

The introduction of the Child to the English and Greek language is done by securing, initially, a rich oral environment for the Child which is one of the most important jobs of the educator. At the same time, we offer the Child the material that helps him develop vocabulary and explore written and spoken language. Through sensory-based activities such as sandpaper letters and the movable alphabet, the Child learns sounds, symbols, the name of the symbols and their writing. It is then introduced into the synthesis of sounds to create words. With the help of specific materials, the Child moves to writing.

Activities for Mathematics

The mathematical material is directly related to the material for the development of sensory perception, which has already been introduced to the Child. Although it is not directly considered mathematical material, it indirectly lays the foundations for the development of mathematical thinking. The sensory experience of the abstract structure of mathematics allows the Child to deepen understanding and gain experiences that will later help him make the connection with the theoretical knowledge of mathematics. Mathematical materials offer experiences to the Child that help him develop mathematical thinking. The development of mathematical thinking requires abilities such as spatial perception, time perception, comparison, classification, correlation, size and sequence, memory enhancement, the perception of abstract concepts and of course the development of speech,

Activities for Culture

Culture is the work of all mankind. The Child is introduced through sensory activities to music, painting, art history, the culture of his country and other countries. The unit of geography, zoology, botany and science are related to the same unit. Various materials such as the globe, puzzle maps of all the continents, culture folders containing images of everyday life from different countries, offer the Child excitement and opportunities to look for more information about the planet he lives on. It is also an opportunity to understand the need for the harmonious coexistence of humans and animals and to gain respect for the diversity of all creatures that inhabit the earth.

Activities for Environmental Awareness

The daily participation of the Child in an Environmental Awareness program helps him to gain an active participation in preserving the balance of the earth's environment. To learn names of plants and animals of our country and other cultures and the importance of their existence in the environment. To perceive the rhythm that exists in nature. In nature you can smell, hear, touch, listen to the deep meaning of life itself. Gardening is also part of the education. Children have the opportunity to grow the garden and recognize the importance of maintaining healthy soil without chemicals. To get to know planting techniques and ways to prepare organic fertilizers. To learn to water and care for plants and animals. Making bread is an activity that the green school follows from the first day of its operation. Making bread is the basic tradition in every culture. The Children discover different types of bread such as: Greek sourdough bread with processed flour or wholemeal flour, the English traditional hot cross bans and shortbread, since the second language in the community is English, roti, chapati, rotlo, challa, cookies etc.

In the community we follow the "zero waste" principle in all the products we use.

The process of adjustment of the Child to the Montessori community

The entry of the Child into the Montessori community of the Greenschool is an important moment both for the Child himself and for his family. We allow him to have the necessary time to get to know the new environment. Our goal is the smooth transition of the Child as well as the peaceful separation from the parent. At the same time, the parent also needs time to feel good and "leave" the Child in the new environment. The child's adjustment is directly related to the parent's emotional mood.

We prepare the Child at home and inform him of the new routine. We encourage the Child and show understanding to his worries, we speak enthusiastically about the new everyday life, we listen to his anxieties and comfort him with beautiful words and caresses. We tell the Child the name of the teacher who will welcome him and describe the place. Every day we inform the Child about the next day's plan. When the teacher decides that it is time for you to leave the classroom for a while, she will come to you and tell you. You inform the Child that you will be right back, for example, as soon as he finishes his meal (the teacher will help you with this).

Inside the hall, on the days you will be with us, there will be a seat for you. We suggest that the person accompanying the Child in the first days be stable. The program may be changed if deemed necessary by the educators, always guided by the needs of the Child.