Dr. Maria Montessori’s system of education is both a philosophy of child growth and a rationale for guiding such growth, which has been consistently successful since 1907. This system is based on the child’s developmental need for freedom with limits and uses a carefully prepared environment. The prepared environment guarantees exposure to materials and experiences through which the child develops intelligence as well as physical and psychological abilities. The Montessori method is designed to take full advantage of the unique ability of young children to develop their own capabilities through self-motivation.
We stress the need for trust in the child’s potential for self-development, the role of the teacher as a patient observer and sensitive guide, and the prepared environment featuring organized work in an atmosphere of responsible freedom.
The work in a Montessori prepared environment is ordered and sequenced by difficulty, teaching only one new concept at a time, and is, to a large extent, self-correcting. Each child’s space is defined by a table or work rug, allowing the child the freedom to invite others to join in, or the option to work alone. Because many children of different ages are working individually with the materials, there is no need for competition. It is common for older children to offer assistance to younger children, reinforcing their own self-esteem, as well as their understanding of the concept or skill involved. Younger children look up to their senior classmates and learn much from them indirectly through observation. Each child relates primarily to his or her own work and individual progress is not compared to the achievements of others.
The goal is to create intrinsic motivation and a love of learning which will serve the children in the future; when they take their place as the leaders of our community, our country, and our world.
Core Curriculum Continuum: From Toddler to Upper Elementary
Download our Core Curriculum Continuum PDF which is a brief overview of our core curriculum continuum in the areas of language arts, mathematics, social studies, science, sensory training, and practical life. Since our students progress at their own pace, it is not possible to divide up our curriculum by grade levels. Don’t be concerned if your child does not bring home much “product” from school. The Montessori classroom is intensively “process” oriented. Your child may discover things through experience before the teacher applies a name to the discovery. For example, he might tell you he was “playing with beads all day” and have no conscious awareness that the activity is something we adults call “addition”.