About Maria Montessori's Philosophy

Dr. Maria Montessori,medical doctor and educator, made the child not only visible but central in her development of a method which evokes and strengthens the child's highest potential. Every child moves through successive phases of physical and mental development, identified by Dr. Montessori as "sensitive periods." The child cannot be pushed from one level to the next by means of an arbitrary timetable. Learning that is tedious, labored, even impossible at a later stage, is pursued naturally and joyously during sensitive periods of an earlier stage. The child's interest is spontaneous. The learning is deep and lasting.

The child perfects himself/herself by repeated successful interactions with the Prepared Environment, with other children, and with the teacher. Free to fulfill his/her deepest learning and work needs, the child acquires and strengthens new functions... and grows ever more self-directed and self-disciplined. There is an inner peace, a sense of order and harmony in the child who is allowed to construct his/her own individuality by means of independent work and cooperation, not competition, with other children.

A good Montessori school will follow the child's natural principles of development, propelled forward by the child's constant state of growth and transformation. The younger child is in a particularly sensitive period for the development and refinement of the senses. Upon this strong sensorial base, the older child builds an aptitude for the abstract and a disciplined yet open-minded imagination


		About Maria Montessori's Philosophy Dr. Maria Montessori,medical doctor and educator, made the child not only visible but central in her development of a method which evokes and strengthens the child's highest potential. Every child moves through successive phases of physical and mental development, identified by Dr. Montessori as "sensitive periods." The child cannot be pushed from one level to the next by means of an arbitrary timetable. Learning that is tedious, labored, even impossible at a later stage, is pursued naturally and joyously during sensitive periods of an earlier stage. The child's interest is spontaneous. The learning is deep and lasting. The child perfects himself/herself by repeated successful interactions with the Prepared Environment, with other children, and with the teacher. Free to fulfill his/her deepest learning and work needs, the child acquires and strengthens new functions... and grows ever more self-directed and self-disciplined. There is an inner peace, a sense of order and harmony in the child who is allowed to construct his/her own individuality by means of independent work and cooperation, not competition, with other children. A good Montessori school will follow the child's natural principles of development, propelled forward by the child's constant state of growth and transformation. The younger child is in a particularly sensitive period for the development and refinement of the senses. Upon this strong sensorial base, the older child builds an aptitude for the abstract and a disciplined yet open-minded imagination