Why Development Learning?

Awareness is the key to developmental learning. . .

Yes, awareness is the key ingredient to learning. The successful learner reaches her potential, enjoys learning and stays motivated throughout life as she becomes more aware of the world around her.

Let's look at how children use their awareness as they learn how to learn:

During the first plane of growth (birth to 6 years) the child

  • absorbs her world, takes in all
  • has a natural interest in facts -- what, when, who
  • busily constructs the self -- approaches life saying "help me to do it myself," often enjoys alone play, or her own activity near other children
  • actively learns -- enjoys real tasks

"There is nothing more given to the mind than to the hand."

--Maria Montessori

During the second plane of growth (6 - 12 years) the child

  • enters the age of reason -- learns by mastering his will and takes responsibility for his decisions
  • often asks why and how -- sees relationship in all subjects -- science, history, art
  • gravitates to building community -- learns to share, help others, choose values for life
  • moves toward abstraction -- needs real ways to practice necessary skills -- wants to practice a concept until it is his own

"Those who touch the child touch the most sensitive point of a whole which has roots in the most distant past and climbs toward the infinite future."

--Maria Montessori

How does developmental learning work in the classroom? What is the difference between Concordia and your neighborhood school?

  • Is it academics? It may be.
  • Is it creative arts? It may be.

Indeed, it may be what we teach, but it is, most importantly, how we teach.

How Concordia teaches your child Conventional classroom
Our teachers act as a resource, guiding children to learn by research, discovery and exploration. Learning is fun. Teachers and texbooks are the source of truth and information.
Teachers expect each student to work at his full potential. Child competes against self. Emphasis on grades. State-mandated goals. Students compete with one another.
Long blocks of study time foster concentration and study skills. Frequent interruptions with bells and changing classes.
Teacher observes child's progress, encouraging more challenge, as needed. Lesson plan limits child's depth of involvement.
Three-year age span fosters peer teaching and multi-level learning. Children grouped in classes of all the same age.
Students move about the room, accepting responsibility for where and how they work. Class seated at assigned desks.
Children gain skills in self-evaluation and goal setting. Class supports an "I can do it" approach with self esteem and confidence as goals. Teacher and society correct student's errors.
"Hands on" learning supports mental, physical and emotional development. Textbooks and workbooks for lessons.

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