E s cu el a S. U .

E p if a n i o E s t ra d a Mod a l id a d Mo n t e s s o ri V o l um e 1 , I s s ue 1
A g u a d a , P u e rt o R ic o
a ño 2 0 1 8

M ON T E SS O R I C O S M I C N EW S

INSIDE THIS ISSUE:

María Montessori’s brief biography
Montessori public school
Montessori guide
Montessori parents learning
What is Cosmic Education?
Development plane
Cosmics activities
María Montessori’s thoughts:
• The child has the natural impulse of
growing and perfecting them selves.
• The child who has felt a strong love for
his surroundings and for all living
creatures, who has discovered joy and
enthusiasm in work, gives us reason to
hope that humanity can develop in a
new direction.
MARÍA MONTESSORI’S BRIEF
1
1
BIOGRAPHY
María Montessori, was born in fending women, children, and education. According to Polk
2
1870, Arcona, Italia. She studied (1982) Montessori was looking for family harmony.
2 engineering, biology, philosophy,
3 psychology, anthropology and
pedagogy . In 1896 she obtained
3
a university title in Medicine. Once
4
her carrier was finished she incor-
porated herself in the psychiatric
clinic were she worked two years.
There she began her first educa-
tion investigations. Her findings
In the year 1907 she founded her first school “Casa dei bam-
helped her in developing the Mon-
bini” in Rome, were she incorporated every children.
tessori curriculum. This curricu-
She promoted her philosophy in different parts of the world
lum was characterized by the
by training teachers, and she wrote several books.
liberty with limits, independence,
and respect for the psychological, In 1840 she developed her primary level curriculum called
physical and social development “Cosmic Education”. The goal of this curriculum is to guide
the child in his search for his cosmic task to achieve his inte-
of the individuals. This insatiable
fighter dedicated herself to de- gral development, independence, and moral judgement.

• This is the treasure we need today—

helping the child become independent of
us and make his way by himself and
receiving in return his gifts of hope and
light.
MONTESSORI PUBLIC SCHOOLS
In the year 1987, the Puerto
Rican government decided to
close several schools. Yet, the
Juan Domingo school neighbors’
from Guaynabo city decided to
fight to maintain their school
open. The process was slow and
hard; while, the education commu-
nity were bringing a great transfor-
mation.
In the year 1994 they achieved
the reopening of their school un-
der the name of “La Nueva es-
Being the first public school in the
country that taught under this phi-
losophy without cost. Throughout
the years 44 Montessori public
schools have been opened. Most of
them in the northeastern part of
the country.
In the year 2015, Mrs. Jeannette
Quiñones, ex-director of the school,
brought the Montessori philosophy
to Segunda Unidad Epifanio Estra-
da with Mrs. Hermitania Castro as a
“Casa dei bambini” guide. This
the west that has incorporated this
education philosophy. Today it is
known as “Epifanio Estrada Modali-
dad Montessori”.
In the year 2017 the “Instituto Nueva
Escuela (INE)” sent the equipment to
transform a second “Casa dei Bambi-
ni” environment and two Taller I.
Currently, the school has the support
of the Auxiliary Montessori Education
Secretary and the “Instituto Nueva
Escuela” in the process of transfor-
mation.

Free education! cuela Juan Pónce de León” intro- school is located in Aguada and it is
ducing the Montessori philosophy. considered the first public school in
P age 2
“The discovery of Cosmic
Education and one’s
cosmic task depends on
fostering the curiosity of
the human being and the
natural tendency to feel
compassion toward other
beings beginning at birth”.
MONTESSORI GUIDE
Damaris González
has 17 years of experience as an
elementary
teacher. She
obtained her
primary educa-
tion in a public
school, Juan B. Soto of Aguada,
Puerto Rico. She studied a middle
school in Segunda Unidad Epifanio
Estrada school and her high
school in Dr. Carlos González both
MONTESSORI GUIDE
Carmencita Hernández
has 24 years of
experience as an
elementary teach-
er. She obtained
her primary and
secondary education in public
school’s, in Moca, Puerto Rico.
She obtained her bachelors degree
in Art of Education with a specialty
MONTESSORI PARENTS
Montessori allows Parents
involvement in the opportuni-
ties within the learning envi-
ronment. The philosophy is an
attitude towards life, growth
and development progress.
By building connections be-
tween home and school, the
Montessori environment aims
in the same country. Damaris
obtained her bachelor degree in
Art of Education with a specialty in
elementary and secondary educa-
tion of Spanish in the University of
Puerto Rico at Aguadilla . She
finished her masters degree in
Education Administration and
Supervision at Metropolitan Uni-
versity of Aguadilla and a second
masters degree in Curriculum
in elementary at the Interamerican
University at Aguadilla. She finished
her masters degree in Curriculum
with a specialty in primary level at
Phoenix University at Guaynabo.
In the summer 2017 she began her
studies as a Montessori guide. She is
currently specializing in the Cosmic
Education curriculum. Currently she
works in S.U. Epifanio Estrada
LEARNING
to reinforce the learning experi-
ence.
The family is a unique word for
children. Parents are primary
educators in entire life. They are
here to rear, support and guide
and buffer them against any ups
and downs.
The involvement of parents is
important because they are ex-
pected to become active partici-
pant who provide consistency for
children by supporting the cho-
sen style of learning at home.
This year we gave the following
workshops:
V o l u m e 1 , I s s ue 1
Instruction and Technology at Nova
Southeastern University, at Rio
Piedras.
In the summer 2017 she finished
her studies as a Montessori guide.
She specialized in the Cosmic Edu-
cation curriculum. She currently
works in S.U. Epifanio Estrada
Modelo Montessori as an elemen-
tary guide with the help of her assis-
tant Jaelinne Nieves of the “Instituto
Nueva Escuela”.
Modelo Montessori as an elemen-
tary guide with the help of her assis-
tant Lillimarie Rosado of the
“Instituto Nueva Escuela”.
• Montessori Philosophy
• Mathematic Montessori curricu-
lum
• Construction of Montessori mate-
rials
Tips for parents
• Support creativity
• Maintain order
• Let kids do things on their own
• Keep children closer to nature
• Teach kids trough modelling
• Use encouragement, not rewards
M o nte s s o r i c o s m i c n e w s
W H AT I S C O S M I C E D U C AT I O N ?
By: Susan Mayclin Stephenson
The word cosmic comes from the Greek kosmikos,
from kosmos, meaning order. The term Cosmic Educa-
tion in Montessori lingo refers to a child’s gradual dis-
covery of order, a unifying global and universal view of
the past, present, and future. Cosmic Education helps a
child make sense of all the information and is more
important today than ever before. The term cosmic task
refers to a way for a human being to find a valuable role
in this mosaic of life.
A role that fulfills one’s own physical, mental, and spiritu-
al needs and at the same time that contributes in some
way to the creation of order or balance in the cosmos; to
create a personal expression, and responsibility within
this beautiful mosaic of life. Simply, this means we want
to help a child learn about and make sense of his world
and find a way to make it a better place.
These principles of Montessori education are usually
discussed in reference to the second plane of develop-
ment, the years 6–12.
There are many lists of “skills for the future” being com-
piled today. The following skills are found on many of
these lists: exploration, putting forth maximum effort, the
ability to focus or concentrate, self-control, the mathe-
matical mind, respect of others, the ability to work to-
gether, and care for the environment. Most of us are
going to see immediately that these are skills fostered in
a true Montessori environment.
These things are at the center of the Montessori curricu-
lum at all ages and take priority over an academic curric-
ulum. The foundation for academic elements of the
elementary Cosmic Education curriculum begins early.
The goal of Montessori primary education is to create a
DEVELOPMENT PLANE
Montessori observed that regular education
was not sufficient for the needs of children.
Her investigation brought her to create a de-
velopment plane. The planes of development
focus in the necessity of the children based
on the phase of their individual development.
The children of the cosmic education curricu-
lum are in the second plane of development.
The Montessori classroom works well when
the education is based in the correct plane for
the child. These children have the following
characteristics:
P age 3
global vision within the child. Children naturally take for
granted that what they see has always been there and
need help in understanding how different life has been
over the period of time. At this age, the exploration on
the environment, rather than being limited to what can be
explored right here and now with the senses, reaches
back into the past and out into space through the means
of the imagination. In the first two weeks of the year in
the 6–12 class, all of the new students are given the
great lessons that introduce the creation of the solar
“W
system and Earth, the variety and evolution of plants and
hen the
animals, the stages of human existence, the develop-
child begins
ment of language and math sciences, and the way in
which all of these elements of life are connected. Aside to respect
from the very limited state or country requirements for others Works ; their things and
each of the six years, the child is set free to explore and wait patiently ; When they begin to
to make his own path through the labyrinth of knowledge walk without tripping with others
on Earth. That is the most exciting part of teaching in the and furniture, they do it organizing
elementary years as the older the child, the less contact their Will and establishing the
with the adult is necessary in a Montessori elementary balance between impulse ad inhibi-
class. We are there as guides for the child to make con- tions, its gives place to a habit of
tact with experts and sources of knowledge that help
social life.”
further research and creation.
In the end, it is the work of the child, who with freedom
will go far beyond what we could possibly require, that
will convince the parent and the world, of the value of this
kind of open-ended, out-of-the box, education. And it just
might be what will solve the problems of our continually
changing world.
Bibliography
Stephenson, S.M. (2015). Cosmic education : The Child ’s
discovery of a Global vision and a Cosmic Task. The NAMTA
Journal 40 (2).
• Limited knowledge
• They like independence and privacy
• Select leaders with the purpose of establishing
groups.
• Report consistent behaviors
• Develop moral feelings
• Defend moral sense and judgment , etc.
Free education!
 COSMIC ACTIVITIES

Visit of Agent Loperena of the Visit of Sr. Elvin Durán Library Visit : Biology and Geography
a story presentation by Investigation day
K-9 Unit Añasco Postmaster
Sra. Caro

Saint Valentíine story Story presentation Beginning of class Orchard cleaning

presentation by Car- by Edrik and Mariel after Huracan María By Taller I
mencita and Damaris
Free education!

Children Writers Parents Workshop Parents Workshop

Tittle: La granja de Epifanio Estrada Construction of Montessori material Mathematic curriculum
By Arnaldo, Damián and Derek

Parent’s involvement
in the orchard cleaning
Montessori team in Christmas
Evelyn Matias

Enelyn Lorenzo

Damaris González

Jaelinne Nieves

Carmencita Hernández
Parent’s involvement in the education process
Lillimarie Rosado

Mariel Feliciano

S.U. Epifanio Estrada Modalidad Montessori Phone: 787-517-9568

411 street School phone: 787-868-2670
Aguada, Puerto Rico Facebook: https://www.facebook.com/
taller1montessoriee