What is Montessori?
An exceptional educational experience that fosters independence, confidence, creativity, and a lifelong love of learning.
Montessori education provides children with a unique opportunity to become their best selves. They explore their interests while working cooperatively within their community. The Montessori Method strives to instill a perpetual curiosity about people and the world. The goal is to establish an ability to connect with a variety of people and ideas in many different contexts so that learning becomes an enjoyable life-long process.
The Five Principles of The Montessori Method
Respect The Child
Teachers model respect for all students by not interrupting their concentration and by giving students the freedom to make choices, learn, and do things for themselves. These are individuals with individual needs and gifts.
The Absorbent Mind
Through their senses, children constantly absorb information from the world around them. Montessori provides an opportunity for children to learn from the world around them. Mixed-aged classrooms provide a variety of educational opportunities for the children to take advantage of while at school.
Sensitive Periods
There are certain periods during which children are more ready to learn certain skills. The order in which sensitive periods occur is the basis for the 3-6 and 6-9 age groupings. Our Montessori teachers identify and understand the sensitive periods and provide the necessary resources for their students to thrive.
The Prepared Mind
The Montessori classroom makes materials and experiences available to students in an orderly way that enables the child to do things for themselves. The classroom is child-centered and promotes freedom for the students to explore materials that have been carefully presented by the teacher.
Self Education
Our Montessori teachers provide the environment, the inspiration, the guidance, and the encouragement for learning. The materials allow the children to self-correct, explore in-depth, and truly understand concepts.
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