About US

Hikari Montessori established in 2005 is a Montessori Preschool &

kindergarten and also supplier of quality Montessori and educational

materials. We provide quality education to children aged 1 to 6 years

of age. Our Montessori Curriculum method divide into some part.

From concrete to abstract. From the simple way to complex.

Hikari Montessori is supported by professional and experts teachers.

Hikari Montessori school came to develop creativity and potential,

also build your children character.


Hikari Montessori has a program that offers

+ Toddler (1-2 years),

+ Nursery (2 - 3 years),

+ Pre – Kiddy ( 3 years ),

+ Kindergarten A ( 4 - 5 years ),

+ Kindergarten B ( 5 – 6 years )

Hikari Montessori gives the children freedom to study actively with Montessori



Hikari Montessori Curriculum :

• Practical Life

• Mathematics

• Sensorial Training

• Language

• Culture

• Art & Music

• Physical Exercise

• Religion (Moslem&Christian)

Sabtu, 04 Juni 2011

Observation in Montessori Education

Observation is an integral and continual part of Montessori education. It is a tool that is used by the adult to follow the child (to assess their abilities and readiness for materials), and developed through the early years by the child to help him classify, store, order, and work towards his inner needs.

The adult goal of observation is to learn about the child from a scientific and objective perspective. This can be a greater challenge to homeschooling parents as their connection to their own children tends to be more passionate and emotional than perhaps a teacher in a school setting might have for their students. As Montessori educators (either at home or in a school setting) we must keep on top of our observation skills and use them regularly.

We must learn to sit silently and motionless - conscious immobility. In our fast paced world this is something that many of us rarely do. Our constant physical motion means we're missing out on cues (physical, verbal, and social) from the children around us. As well, often times the adult unconsciously becomes the center of the environment; constantly directing instead of allowing the children to direct themselves. As the adult it's important to step back, slow down, and silently view the environment with fresh eyes.

We should examine ourselves introspectively; how often would you normally want to interrupt the children while they are in the 3 hour work cycle? Are the interruptions really necessary? It's easy to inject our thoughts and interfere when we see a child struggling with a concept. Our inner impulses to help, to do it faster, to do it more efficiently are unnecessary and take the action away from the child.

Are we speaking to much? Are our voices constantly interrupting the precise work of our hands while presenting lessons? Are we over-explaining materials instead of allowing the child to spend time with the materials and investigate further on their own? Montessori materials are beautiful didactic (self-correcting) learning materials that most often do not require excessive speech/language - unless it's a language lesson!

After sitting back and observing it's important to make notes and record your observations for each child and for the group as a whole. Which materials are being used and which ones haven't been used in a long while? Is a child avoiding a particular area and why? What is the atmosphere like? Has the class normalized? If not, why not? Is there a sense of respect and community in the environment?

Allow your mind to be open to change. After recording your observations it's all in front of you in black and white. You can't deny the scientific and objective truth. Open your mind to accept the possibility that the environment isn't well prepared enough, or that you're interfering too much, or that you've not guided the children carefully enough to create the community with respect and peace. As the 'head' of your community it's up to you to use your observations to improve the community.
(Montessori Print Shop)

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