A Child can only develop by means of experience in his environment. We call such experience "work".
The Montessori approach offers a broad vision as an aid to life. It sees the children as they really are and creates environments, which foster the fulfillment of their highest potential in all areas – intellectual, physical, emotional, social and spiritual. The prepared environment creates an atmosphere that enables the child to be free to learn through his own activity in peaceful and orderly surroundings, adapted to the child’s size and interests. Montessori didactic materials are set out in an orderly manner, enabling each child to locate desired activities easily helping him/her to gain a sense of security.
Order and sequence in the introduction of materials also allows each child to progress at his/her own pace and rhythm, according to their own individual capabilities, hence eliminating the bane of competition. The class is vertically grouped such that the little ones can learn from the older children and the older children can learn by mentoring and taking care of the younger ones. A warm and caring environment gives the children a feeling of peace and love for the environment and for one another.
Education is a natural process carried out by the child and is not acquired by listening to words but by experiences in the environment.
The Montessori Philosophy
1The Montessori method is based on years of patient observation of children
2It is of universal application. Montessori principles apply to all children and the methods are used in public and private schools throughout the United States, Europe and Asia
3Montessori has revealed the small child as a lover of work, intellectual work, spontaneously chosen and carried out with profound joy.
4The Montessori method is based on children’s imperious need to learn by doing.
5It offers children a maximum of spontaneity, enabling each child to reach higher levels of scholastic attainment.
6The freedom offered by Montessori brings about a higher discipline within the child. As each child is allowed a large measure of liberty (but not license), a child can form the basis of real discipline, the type which originates within the child and it is not imposed from without.
7Montessori is based on a profound respect for each child’s personality and desire to learn. Montessori removes the controlling aspect and preponderating influence of the adult, thus leaving children room to grow.
8It enables the teacher to deal with each child individually in each subject, and thus guide each individual child according to his or her particular requirements.
9Each child works at his or her own pace. A child receives individual help as he or she works with the materials and is neither pressured to keep up with other children nor bored by having to wait for others to catch up.
10At every turn Montessori presents endless opportunities among the children for mutual help-which is joyfully given and gratefully received.
11Since each child works from his or her own free choice, without competition and coercion, that child is freed from danger of over-strain, feelings of inferiority, and other experiences that ultimately stifle learning.
12Finally, the Montessori method develops the whole personality of a child, not merely intellectual faculties but also powers of deliberation, initiative and independent choice, with their emotional complements. By living as free members of a real social community, children learn those fundamental social qualities which form the basis of personal fulfillment.