Why we started dMP
dMP Kindergarten was incorporated in August 2002 and began operations in 2003.
Our founder, Jake Goh, was introduced to the Montessori approach by an experienced Montessorian who believed Singapore needed more schools committed to putting the method into practice.
As part of the kindergarten application process, dMP's curriculum framework was submitted to and approved by the Ministry of Education (MOE).
Around the same time, our Head Teacher, Wendy Kong, was exploring ways to raise children to become mentally healthy, confident and independent. She found that the Montessori approach reflected many of the principles she believed in.
Wendy went on to obtain an International Diploma in Montessori Pedagogy from Montessori Centre International (MCI) and has led our classroom and curriculum over the years.
Since welcoming our first children in 2003, our commitment has remained much the same: to provide a small, nurturing learning environment where children have the opportunity to develop at their own pace, build a strong foundation and discover the joy of learning.
What does it mean to follow the child?
One of the best-known principles of Montessori education is following the child.
This doesn't mean leaving children to figure everything out on their own. It means observing each child, understanding what they are ready for and offering the right guidance at the right time.
At dMP, children are introduced to materials and activities suited to their stage of development. They have opportunities to choose their work, practise new skills and revisit activities as often as they need.
Our teachers guide without taking over. We step in when help is needed and give children room to try for themselves when they are ready.
Little by little, children learn to trust their own abilities, take responsibility for their work and find satisfaction in what they can accomplish independently.
How do children learn in a Montessori classroom?
Developed by Dr Maria Montessori (1870–1952), a physician and educator, the Montessori method is based on careful observation of how children learn and develop.
Montessori education provides a prepared environment where children can explore meaningful activities, practise skills and progress at their own pace.
The classroom, learning materials and teacher's role work together to support the child's development.
At dMP, our Montessori programme covers five interconnected areas. (For the materials in each, see Programmes.)
Practical Life: learning to do things for themselves
Everyday activities such as pouring, washing, transferring objects and practising dressing skills help children develop coordination, concentration and independence.
These familiar tasks also give children opportunities to care for themselves and their surroundings.
Sensorial: exploring through the senses
Young children learn through their senses. Montessori sensorial materials help them explore differences in size, shape, colour, texture, sound and other qualities.
As they handle and compare materials, children develop their powers of observation, discrimination and reasoning.
Language: building the foundations for reading and writing
Children develop language through conversation, stories, phonics and hands-on materials such as Sandpaper Letters.
Our English programme introduces the sounds of letters and helps children build the foundations for reading and writing step by step.
Mathematics: making numbers meaningful
Montessori mathematics begins with concrete materials that children can handle and explore.
Beads, number rods and other materials help make mathematical ideas visible, allowing children to develop an understanding of quantity, number and mathematical operations before moving towards more abstract work.
Cultural Studies: discovering the world around us
Children's curiosity extends far beyond the classroom. Through geography, history, botany, zoology and science, they discover more about the world around them.
Maps, globes, puzzles, nature observations and themed projects help connect new knowledge with the things they see and experience in everyday life.
Why does our Montessori work period matter?
Have you noticed how young children sometimes become so absorbed in an activity that they don't want to stop?
Montessori education recognises the importance of giving children enough time to concentrate, repeat an activity and explore something more deeply.
A Montessori work cycle is commonly planned for at least 1½ to 2 hours, with a three-hour cycle traditionally associated with Dr Maria Montessori's approach. This extended period gives children time to settle into their work, practise at their own pace and explore more challenging activities as their concentration develops.
At dMP, our morning Montessori work period runs from 8:30am to 10:30am. We begin with group lessons before children move on to individual Montessori work. They can then choose from activities they have been introduced to, work at their own pace and revisit materials as they practise and refine their skills.
Our teachers observe the children and offer guidance when needed, while allowing them time to explore and work independently.
We believe children benefit from having time for both individual discovery and shared experiences, with each playing a meaningful part in their morning.