Why Montessori?

For over a century, Montessori education has successfully served children and families all over the world. The fundamentals of Montessori have endured— and for good reason. Our methods are consistently supported by current educational and human development research. We believe that Montessori education has what it takes to prepare children for a new future.

Conventional educational methods were created specifically to prepare large numbers of children to enter the labor force. Historically, there has been little thought given to differentiating instruction or catering to the needs of individual children. Although this has begun to change in recent years, many schools are still in the early stages of personalizing education.

Montessori schools are specifically designed to allow children to progress at their own pace. We know that learning is not linear and that children are not ready to learn specific skills on an adult-planned timeline, or in perfect harmony with their peers. In a Montessori school, children who require additional assistance with specific skills receive it, and those who are ready to advance can find the challenges they seek. We do not teach a whole class of children the same skill at the same time.

While this may appear more efficient from the perspective of an adult tasked with teaching, it’s not always the best option for the children. No two people should be expected to grow at the same rate, and it is our responsibility as educators to meet children where they are and provide them with support to help them get to where they need to be.

Many people use the phrase “teaching to the whole child,” but we mean it on a much deeper level in Montessori. We don’t teach solely to impart academic knowledge. In fact, academics receive equal treatment in our efforts to develop the child’s emotional, social, sensorial, and practical life skills. Rather than segregating arts and movement into separate classes, for example, we incorporate them into everything our children do.

We teach children how to navigate and resolve conflict, as well as how to follow grace and courtesy consistent with accepted social norms. Our most important task is to provide children with a global perspective. We want them to understand the interconnectedness of all things so that as they grow and mature, they can be fully integrated members of their larger community.

Montessori academics are frequently lauded as having some of the highest standards available. It is not uncommon to see four-year-olds reading and six-year-olds completing long division problems in a Montessori school. These tasks are completed with joy, in part because we present information in such a way that children discover it for themselves rather than passively receiving facts from an adult.

One reason Montessori students appear to work at a higher academic level is what is known in Montessori parlance as sensitive periods. Dr. Maria Montessori noticed that young children seemed primed and particularly interested and ready to develop certain skills during very specific time periods based on years of observation. While individual children differ, she identified some general patterns that have assisted us in developing our curriculum. Geometry is an interesting example. Many of us were first introduced to geometry in high school, but it turns out that even preschool-aged children are not only interested in geometry, but have a far greater capacity to learn than we usually give them credit for. This is why you may hear your five-year-old talking about rectangular prisms, or the differences between isosceles, right, and scalene triangles.

Dr. Montessori saw it as her mission from the start to improve the world through education. She believed that by treating children with the dignity and respect they deserved, the benefits would trickle down to families, communities, and society as a whole. She believed in the equality of all people and saw education as a powerful equalizer.

Montessori schools strive for peace. This begins with individuals and we teach our youngest students to be kind and gracious to one another. Another important aspect of our work is a deep respect for the environment and other living beings, as well as a reverence for the world’s diverse cultures. These elements, when combined, are intended to instill in the child a respect for themselves and others, as well as a desire to ensure connection and fairness for all.

• Providing opportunities for our guides to connect with one another for mutual support and development.
• Ensuring that parents and guides have enough time to discuss the child’s development and needs.
• Creating opportunities for parents to connect with one another and form supportive relationships.
• Supporting parents through educational and informative content and tools.
• Coming together as a whole school on a regular basis to strengthen our bond.
  

We also believe it is our responsibility to take the guesswork out of making these kinds of connections. We intend to include structures that make it easy for everyone to find common ground and maintain open lines of communication.