Montessori Principles



Children of different ages have different needs and abilities and so our classrooms have developmentally appropriate activities. When something new is discovered about the growing brain, we take note, ready to back it up with our educational practice. More often than not, the research simply confirms the Montessori Method.



Observing a child as he/she interacts with the environment guides us in understanding how they learn. We then adapt lessons and material to best suit the child’s interests and growth. We try to anticipate what the child will need next and make sure that this experience is available for when they are ready to explore the subject or skill. This is what we mean by “following the child”.



The classroom maintains beauty and order, though is constantly evolving to adapt to a child’s needs. This takes a great amount of effort but we are rewarded when a child enters and is inspired to learn. In our classrooms, you find materials in the form of objects in baskets, trays or boxes, arranged neatly so as to encourage activity. Each material contains a purposeful work that is designed to teach a specific concept on a particular subject; be it language, mathematics, geography, science or the arts.



Grace and courtesy exercises are part of daily routine. We use calm voices when teaching and speak with respect in regard to the children’s feelings.



We recognize that children are unique individuals and have their own timetable for development. They do not master the exact same concepts or have the same interests at the same time. We believe that learning is a natural process that develops spontaneously and each child must be allowed to develop at his/her own pace.



Rewards and punishments are not used to force children to comply with rules. We help the child understand appropriate behavior in a social context with a gentle but firm manner, encouraging self –discipline through their own experiences.



Freedom in a structured environment, where a child’s physical, mental and emotional needs are nurtured and satisfied, is the primary requisite of a Montessori-prepared environment. Children should not be constrained to desks. They should be allowed to move around in their environment, visit the bathroom as often as they like and work in a variety of sitting or standing positions. We teach our children to respect their bodies and control their movements. By encouraging this freedom, the growing brain is able to learn more effectively.



Concrete experiences are always offered first, which leads to understanding of abstract thinking. Most of the material was developed by Maria Montessori herself and is still valid and essential in teaching the concept she designed it for.



We present lessons to a child in what can only be described as an art form. For example, for the 3-6 age child, we captivate the child’s attention by talking very little during the lesson and instead making our movements slow and deliberate. This allows the child to focus on the analysis of movement and remember the little details that may be forgotten if we were speaking at the same time.



A child’s activity is called work and not play. Not only does this give value to the child’s play, it also encourages children when they are adults to always look at work as fun and choose careers they enjoy.



We believe that education can change the world for the better. The children themselves represent a “bright, new hope for mankind”. We feel that the work we do as educators, guiding children towards self-reliance and compassion, is incredibly important in the grand scheme of future life on Earth. How our children are treated when young will impact our entire civilization, as they grow to make their own decisions, undoubtedly affecting the world around them. We are humbled by the great possibilities that exist within the tiniest of humans and we respect their inner wisdom.

We share Maria Montessori’s vision and continue our work knowing that what we do and the way we do it can make a difference to the world.