About Montessori


“Montessori education begins at birth and is an education for life.” 

The Montessori approach offers a broad vision of education as a preparation for life. It is designed to help children with their task of inner construction and it succeeds because it draws its principles from the natural development of the child. Ideas are based on Montessori’s observations over 50 years of children of all cultures and ability levels and are universal in their application.

The two key components of the Montessori method are the prepared environment and the trained educator who prepares the environment as a nurturing place for the child, designed to meet his individual needs of self-construction.

“A truly educated individual continues learning long after the hours in the classroom because of motivation from within and a natural curiosity and love of knowledge” 

           


“A truly educated individual continues learning long after the hours in the classroom because of motivation from within and a natural curiosity and love of knowledge”

These basic Montessori theories underpin an environment where children develop:

  • Concern and responsibility for self and others 
  • Self discipline
  • Self motivation 
  • Imagination 
  • Self confidence
  • Independence
  • A love of learning 
  • Initiative
  • Curiosity
  • Concentration
  • Inner security
  • A sense of order 
  • Gross and Fine Motor co-ordination

 Dr Maria Montessori (1870 -1952) 

 

 

 

 


"... Education is a natural process carried out by the human individual and is acquired not by listening to words, but by experiences in the environment.”

Maria Montessori - Education in a New World,1946

Maria Montessori was born in Italy in 1870. In 1896 she became the first woman in Italy to graduate from Medical school where in her last two years she studied Paediatrics and Psychiatry, becoming an expert in Paediatric medicine. She worked initially with children experiencing some form of mental retardation, illness, or disability and had great success with materials and techniques she designed, allowing these children to achieve in areas previously considered beyond their capacity.

In 1907 she was given the opportunity to study "normal" children, taking charge of fifty poor children of the dirty, desolate streets of the San Lorenzo slum on the outskirts of Rome. Here she established the Casa dei Bambini "House of Children”. Through her work with the children she discovered that ‘children teach themselves’ through their effortless ability to absorb knowledge from their surroundings.

Reports of the unprecedented success of her work soon spread. In 1915 she was invited to the USA by Alexander Graham Bell and Thomas Edison and spoke at Carnegie Hall, starting the beginning of an educational revolution that changed the way we think about children more than anyone before or since.

During World War II Dr. Montessori was forced into exile from Italy because of her antifascist views and lived and worked in India. There she developed her work Education for Peace. She was twice nominated for the Nobel Peace Prize. Bringing peace to the world through education was the highest aspiration of her life and work. 

She died in Holland in 1952, at the age of 82, and is buried near Hague. Since her death an interest in Dr. Montessori's methods have continued to spread throughout the world. Her message to those who emulated her was to "follow the child".  It is her insightful understanding and her keen observational guidelines that have contributed to the ongoing success of the Montessori Method.