The Montessori Method

This special method named for its founder, the Italian physician, Maria Montessori, stresses the importance of the development of healthy self-concept. Education, she believed, is a preparation for life, not merely a search for intellectual skills…the child has one intuitive aim - his self-development. He desperately wants to develop his inner resources and his ability to cope with a strange, complex world. The child who accomplishes this moves into harmony with his world and becomes a full person. The Montessori Method pursues the fact that the mind of the very young child is absorbent and thus the environment should be prepared carefully to train his senses, to stimulate his curiosity, to satisfy his need to know and protect him from unnecessary failure. Montessori's philosophy and the psychological principals upon which she devised a carefully graded series of self-teaching devices are now commonly accepted and supported by current child development experts.

Montessori World School provides a specially prepared environment that fosters satisfaction in learning by discovery and a joy in achievement. The climate and selected activities are prepared to interest and motivate the child and to protect him from unnecessary failure. Dr. Montessori said, "Never let a child risk failure until he has a reasonable chance of success." The Montessori materials develop basic problem solving and observational techniques. The child begins in the concrete with manipulative materials and gradually works toward the abstract. Montessori's recognition of the importance of a stimulating environment as a means of "freeing the child's potential" is now supported by a multitude of studies in early learning.

All Montessori classrooms are equipped with the specially designed and sequenced materials, which Dr. Montessori devised. These materials, together with highly trained, motivated Directresses (teachers), provide a classroom where the child is stimulated and challenged but never pressured. In such a climate, the child learns to feel good about himself and his right to dignity and worth is protected.

The role of the Montessori Directress differs considerably from that of a traditional teacher. She observes and assists the child according to the child's individual needs and interests. She is trained to recognize periods of readiness and demonstrate the correct use of the materials to the children. To reinforce in a positive manner, at times she will encourage a hesitant child: at other times, she will divert a child who chooses material beyond her ability.

She protects the child's integrity and allows the child to have freedom of choice and to make decisions. The child's decisions are expected to reflect a sense of responsibility. She is helped by the Directress' manner, which is firm and consistent, yet patient and gentle.

Our Montessori Directresses are certified through a major Montessori Training Program and are supported by dedicated, trained teacher's assistants.

The very young child is in the process of forming her first impressions of her own nature and ability, of other people, and of life in general - impressions that can last a lifetime. To reach the highest potential possible, the child must develop a healthy self-concept, wholesome attitudes and values, desirable skills and habits, independence and self-reliance, the ability to adjust and to think reflectively as well as a sensitivity in human relationships and a curiosity and appreciation of nature and the world that surrounds her.

Conventional Montessori

Pervasive emphasis on grades, merits, social conformity Self-humanization as root motivation

Children are grouped chronologically with one age per class Non-graded (2-3 years age span)

Class generally seated, as a group, at desks for lessons Students "work" at tables, on floor; freedom of movement

Basal readers Multisensorial, more flexible reading and writing opportunities

Class, as a group, studies one subject at a time Children pursue their own self-paced curriculum, individually or in small groups, in various parts of the learning environment.

Children taught by "truth middlemen" (teachers, society's conforming values) Children in direct contact with the environment - natural, sensory, and cultural experiences

Class schedules limit the child's involvement Long blocks of time permit invaluable concentration

Relatively frequent interruptions - bells, adult interventions Relatively few interruptions

Teacher society "corrects" pupil's "errors" Children learn from peers, self-correcting materials; teacher's role is that of a "guide"

Critical cognitive skills developed before age 6

Conventional	Montessori
Pervasive emphasis on grades, merits, social conformity	Self-humanization as root motivation
Children are grouped chronologically with one age per class	Non-graded (2-3 years age span)
Class generally seated, as a group, at desks for lessons	Students "work" at tables, on floor; freedom of movement
Basal readers	Multisensorial, more flexible reading and writing opportunities
Class, as a group, studies one subject at a time	Children pursue their own self-paced curriculum, individually or in small groups, in various parts of the learning environment.
Children taught by "truth middlemen" (teachers, society's conforming values)	Children in direct contact with the environment - natural, sensory, and cultural experiences
Class schedules limit the child's involvement	Long blocks of time permit invaluable concentration
Relatively frequent interruptions - bells, adult interventions	Relatively few interruptions
Teacher society "corrects" pupil's "errors"	Children learn from peers, self-correcting materials; teacher's role is that of a "guide"
	Critical cognitive skills developed before age 6