Characteristics of Montessori

"Our aim is not merely to make the child understand, and still less to force him to memorize, but to touch his imagination as to enthuse him to his inmost core”– Dr. Montessori

• The primary goal of Montessori is to help each child reach full potential in all areas of life.
• It offers a broad vision of education as an aid to life.
• Each child, through an individual learning program, learns at his / her individual pace, according to his / her individual capabilities, interests and needs.
• The child’s natural joy of learning is nurtured and stimulated.
• Children are encouraged to explore, experiment and investigate.
• Children enjoy independence, freedom of movement and choice (freedom within appropriate limits).
• Children are respected as different from adults, and as individuals who are different from one another.
• Children develop themselves through spontaneous and purposeful activities.
• Children flourish in an atmosphere of acceptance, trust, and respect.
• Children’s creativity is fostered in all areas of the curriculum.
• Children are seen as competent beings capable of self-directed learning.
• The Method uses specifically designed, enticing and self-correcting materials which provide each child with a foundation for academics and every field of study.
• Emphasis is given on concrete rather than on abstract learning - Children experience concepts in concrete "hands-on" ways using sensory-based materials.
• Provides an environment which has been carefully prepared to be geared to the children’s size, interests, and to allow a maximum amount of independence.
• The environment offers the essential elements for optimal social and academic development. The key components are: the children, a trained teacher and assistant(s), the physical surroundings, and Montessori educational activities.
• An environment which embodies: beauty, order, reality, simplicity and accessibility.
• Mixed-age group within classrooms to encourage all children to develop their personalities socially and intellectually.
• Focuses on the importance of observation of the child interacting with his / her environment as the basis for ongoing curriculum development.
• Teachers play an unobtrusive role in the environment.  They act as guides and observers.