RESPECT FOR THE CHILD

Respecting the uniqueness of every child along with their freedom to choose, to move, to correct their own mistakes, and to work at their own pace. 

THE ABSORBENT MIND

The first six years of life are the most crucial in a child’s development. In this period, children have a sponge-like capacity to absorb information from their environment quickly and effortlessly. During this time of explosive synaptic growth, children take in everything that surrounds them; their culture and environment, and begin to construct the foundations of their intelligence and personality.

SENSITIVE PERIODS

Dr. Maria Montessori observed that children pass through specific stages in their development when they are most capable of developing specific knowledge and skills. She termed these stages ‘sensitive periods,’ which essentially describe windows of opportunity for certain activity having a particularly pronounced effect on a child's development. Characteristics of sensitive periods include: intense focus, repetition, commitment to a task, and greatly extended periods of concentration. 

FREEDOM OF MOVEMENT AND CHOICE

Children learn best when they are free to move, free to choose their own work, and follow their interests. In a Montessori classroom, children are free to move around the prepared environment, work where they feel they will learn best, and discover learning outcomes through hands-on experience. Montessori learning is largely active, individually paced, often self-correcting, and tailored to the needs and interests of each individual child.

THE PREPARED ENVIRONMENT

The Montessori classroom is also known as the prepared environment. It contains all the essentials for optimal development but nothing superfluous. Attributes of a prepared environment include order and reality, beauty and simplicity. Everything is child-sized to enhance the children's independent functioning.

THE PREPARED ADULT

A “new” adult with a thorough understanding of child development. The Montessori prepared adult prepares, maintains, and enriches a supportive environment where children can thrive. 

INSTRINSIC MOTIVATION

The Montessori approach takes the view that learning is its own reward. Children derive a sense of accomplishment from completing an activity through their own efforts rather than external validation.

AUTO EDUCATION

Montessori learning materials typically include a control of error. This is a way of providing instant feedback and allows the child to assess their own progress. This puts the control in the hands of the learner, and protects the young child’s self esteem and self motivation.

INDEPENDENCE

"Help me to help myself"

Children first learn to take care of their own basic needs such as walking, talking, dressing, and feeding oneself. Once they have developed this functional independence, we support their social, emotional, and intellectual independence.