Frequently Asked Questions about Montessori

What is "Montessori"?
Are all Montessori schools alike?
What do the children do in a Montessori program?
What is meant by Montessori's theory of "Sensitive Periods"?
At what age is it best to begin a Montessori Education?
Why mixed age groups?
Why do children usually come 5 days a week?
How can you accommodate the different abilities in your Montessori Classroom?
Do your students take field trips?
What is your discipline policy?
What happens after Montessori?
Are there any famous or successful people who were Montessori educated?

What is "Montessori"?

The name Montessori usually refers to the educational method developed by Dr. Maria Montessori, an Italian physician. Dr. Montessori observed that all children were driven by inherent tendencies which expressed themselves particularly intensely at certain ages — for example: exploration, communication, movement, and a desire for self-perfection. She developed a plan of education that would respect and follow the child's inner guide to development and work in harmony with the child's own natural tendencies towards independence and learning.

Are all Montessori schools alike?

No. Although there are Montessori schools all over the world, all Montessori schools are not alike. Dr. Montessori's vision for children spread so quickly that soon the name "Montessori" became part of the public domain and could not be given a copyright. Differences in the quality of teacher-training, school standards, and adherence to the Montessori philosophy all affect the quality of a Montessori school.  Schools may be organized and governed very differently, and this too can affect what you see in the program itself.

What do the children do in a Montessori program?

The classroom contains 5 different areas of learning (although they are well integrated into the experience of the children)— practical life, sensorial development, language, mathematics, History, Science, and cultural studies (geography, art, music, etc.). The children receive individual and small group lessons in each of these areas and are free to work with these activities at any time. Sprinkled throughout the day are little gatherings where the children might sing songs, read a story, or celebrate a birthday or seasonal holiday. The focus is on helping the children to choose activities that are of interest to them, building a feeling of community among the children, and supporting their natural curiosity and love of learning.

What is meant by Montessori's theory of "Sensitive Periods"?

Another observation of Dr. Montessori's, which has been reinforced by modern research, is the importance of the sensitive periods for early learning. These are periods of intense fascinations for learning a particular characteristic or skill, such as going up and down steps, putting things in order, counting, or reading. It is easier for the child to learn a particular skill during the corresponding sensitive period than at any other time in her life. The Montessori classroom takes advantage of this fact by allowing the child freedom to select activities which correspond to their own periods of interest.

At what age is it best to begin a Montessori Education?

Although entrance age varies in individual schools, a child can usually enter a Montessori classroom between the ages of two and one half and four, depending on when they can be happy and comfortable in a classroom situation. They will begin the simplest exercises based on activities which all children enjoy. The equipment which they use at three and four will help them to develop the concentration, coordination and working habits necessary for the more advanced exercises they will perform at five and six. The entire program of learning is purposefully structured. Therefore, optimum results cannot be expected for a child who misses the early years of this cycle, or for one who is withdrawn before they finish the basic materials described here.

Why mixed age groups?

If classroom equipment is to be challenging enough to provoke a learning response, it must be properly matched with the standard to which an individual child has already developed in their past experience. This experience is so varied that the most satisfying choice can usually offer them the opportunity to choose from a wide variety of graded materials. The child can grow as their interests lead them through one level of complexity to another. Having children ages three through six together permits the younger children to learn by example from the older children, and the older ones an opportunity to reinforce their own knowledge, become leaders, and grow in self esteem by helping the younger ones.

Why do children usually come 5 days a week?

Early childhood specialists agree that young children thrive in a secure, consistent environment with a steady routine. Young children adjust very well to this schedule and bond most easily with their teachers and peers when they have at least four consecutive days in their new community — which quickly becomes a beloved and special place for them. The steady rhythm of coming to their school helps create a very positive attitude toward school and their activities there. It also gives the children a strong feeling of belonging to a community that they help create, and of which they are valued and respected members. They can count on seeing their friends and significant adults on a regular basis.

How can you accommodate the different abilities in your Montessori Classroom?

Through teacher observations and materials that are designed to stimulate, change and grow with the children, a variety of abilities are accommodated. A younger child may work for many weeks on the same piece of equipment without slowing the other members of the class. Older children in the same room can move from one piece of equipment to another very quickly, thus avoiding the boredom of waiting for other members of the class to catch up. The children with a high level of ability are constantly challenged by the wide variety of materials and their many uses.

It is a well-established fact that young children mature at very different rates and their periods of readiness for academic subjects vary a great deal. Because interest is stimulated and the materials are at hand whenever a child is ready, academics can begin at an early age. However, very early learning is not the norm, nor was it ever Dr. Montessori's objective. Her ideal was only that the learning experience should occur naturally and joyfully at the proper moment for each individual child. "It is true, we cannot make a genius", Dr. Montessori once wrote, "We can only give each individual the chance to fulfill their potential possibilities to become an independent, secure and balanced human being".

Do your students take field trips?

Our students take "in house" and "outside" field trips. At times we invite someone of interest to come to visit us at the school.  Some example of guest speakers could include: a dentist, storyteller, the fire department, reptile specialists, etc. This enables us to enrich the curriculum but we don't have to transport everyone away from school.  Our children also have the opportunity to visit a wooded area, stream, library, airport and post office for walking or bussing field trips.

What is your discipline policy?

The Montessori approach to development states, "Discipline is not a fact, but a way". This philosophy supports the belief that "true" discipline comes from within and is born as a result of the child's developing inner growth. The delicate balance of freedom and structure of the Montessori doctrine allows the child to reveal his or her progression of inner self-discipline. Through order, self control and by using practical problem solving skills, the child is able to achieve independence and take responsibility for his or her own actions. Disciplinary measures are not practices that are performed on the child, nor are they exercises intended to control the child's behavior. Rather, discipline is viewed as a maturation process that evolves. The role of the teacher is to guide this evolution while supporting the child throughout his or her growth process. This development continues until the child is comfortable and prepared to understand the consequences of his or her behavior. Only through informed, practiced behavior can the child realize and grow to their fullest potential.

Our Montessori classrooms have only one rule: to take care and be respectful of everyone and everything. If the rule were to be practiced by everyone, it would make for a more harmonious world. Our teachers are aware of the importance of self-discipline. They have robust enthusiasm for learning, a deep respect for all life, kindness, humor, gentleness and patience. The nature of the Montessori materials and activities, along with the freedom of the prepared environment are designed to help the child to realize and develop his or her sense of self-direction, independence, confidence, cooperation and self-control.

What happens after Montessori?

Many parents ask how their child can make a successful transfer from Montessori to a conventional school. The habits and skills, which a child develops in a Montessori class, are good for a lifetime. They will help them to work more efficiently, to observe more carefully and to concentrate more effectively, no matter where they go. If children are in a stimulating environment whether at home or at school, their self-education - which is the only real education - will continue to flourish.

Montessori children are unusually adaptable. They have learned to work independently and in groups. Since they've been encouraged to make decisions from an early age, these children are problem-solvers who can make choices and manage their time well.  Once the child learns the ground rules to the classroom they adapt quite well. They have also been encouraged to exchange ideas and to discuss their work freely with others and good communication skills ease the way in new settings.

Research has shown that the best predictor of future success is a sense of self-esteem. Montessori programs which are based on self-directed, non-competitive activities, help children develop good self-images and the confidence to face challenges and change with optimism.

Are there any famous or successful people who were Montessori educated?

Follow this link to read about many well known Montessori graduates and advocates.