FAQ

The Montessori method is an educational concept based on principles developed by Dr. Maria Montessori. It focuses on individualized, environment-centric learning.

Students are encouraged to interact and collaborate, solve problems using critical thinking, and gain confidence in their ability to reason and make decisions.

Dr. Maria Montessori was Italy’s first female medical doctor. Her natural passion for mathematics, physics, science, anthropology, philosophy, and psychology fuelled her drive to create what is now known as the Montessori method.

Today, there are more than 22,000 Montessori schools worldwide.

A Montessori education can inspire self-confidence and a general appreciation of learning. Children are given opportunities to test new ideas and concepts, and the solutions they find (and the processes used to find them) can remain a part of them for life.

Montessori students develop leadership skills, an appreciation for the value of collaboration, and a sense of belonging among their peers and society.

As adults and authority figures, children naturally look to you for help. And while it’s important never to turn them away, giving them the space to work through their own problems can be just as crucial.

Instead of just handing them shortcuts, focus on helping your child understand the underlying concepts. This way, they’ll have the skills to overcome roadblocks and tackle challenges head-on.

Give your child plenty of chances to flex their independence and decision-making muscles. Doing so can help them grow into responsible individuals at school and at home.

Remember, the Montessori philosophy works best when practiced at school and home. We’re dedicated to crafting a learning environment that teaches your child about the world and how to navigate it as they grow.

Montessori education is designed for curious or creative children, as it naturally nurtures those qualities. A Montessori school is a good match for families that value independence and personal accountability, where everyone has a distinct and informed voice.

The beauty of the Montessori method is that it helps develop skills that are universally applicable in everyday life. It’s all about teaching children to solve problems, think critically, and collaborate effectively with others. These skills can help set them up for success in other educational environments, no matter what path they choose.

Montessori children tend to make friends easily. They’re used to cooperating with children from all backgrounds, ages, and diverse experiences. Plus, when trying out for sports teams or creative opportunities, Montessori children have more confidence—they believe in their skills and their ability to get even better.

In a Montessori classroom, children learn in various ways: one-on-one, in groups, or independently. This flexibility means they’re ready to thrive in any setting after their Montessori schooling.

Remember, Montessori doesn’t mean life without structure. It’s about encouraging smart problem-solving and putting what you know and think into action in your everyday life.

Research and real-world examples of Montessori success are abundant.

Did you know that the founders of Google were once Montessori students? Montessori is North America’s fastest-growing form of non-traditional education, and it’s with good reason.

Dr. Montessori identified 4 planes of development, with each stage having its own developmental characteristics and developmental challenges.

The early childhood Montessori environment for children aged 3–6 is designed to work with children’s absorbent minds, sensitive periods, and tendencies at this stage of their development.

Learning during these years can occur spontaneously and without effort. Children can enter elementary classes with a clear, concrete sense of many abstract concepts. Montessori helps children become self-motivated and self-disciplined and retain the sense of curiosity that so many children lose along the way in traditional classrooms.

Montessori students tend to act with care and respect toward their environment and each other. They can work at their own pace and ability. The 3-year Montessori experience helps nurture a joy of learning that prepares them for further challenges.

Older children entering Montessori can do quite well in this very different setting, but this will depend on their personality, previous educational experiences, and how they’ve been raised at home.

The 3-year cycle typically works most effectively when children start a Montessori program between ages 2 and 3 and continue through kindergarten. Children beginning at ages 4 or 5 may not consistently reach the same skill level, work habits, or values by the end of the cycle.

Montessori programs can often integrate older children into existing classes, so long as the family understands that some key opportunities might have been missed, potentially affecting their achievement levels compared to peers.

On the other hand, the individualized pace in Montessori classrooms usually eliminates this concern.

Normalization can be a confusing and concerning term for many new Montessori parents. It can sound like we’re taking children who are “not normal” and making them “normal,” which couldn’t be further from what Dr. Montessori intended.

Normalization is just a Montessori word for how young children, buzzing with energy and short attention spans, learn to focus their intelligence, concentrate for long stretches, and discover satisfaction in their work.

One mother put it this way: “My child just does not act the same now that he’s been in Montessori a while. He is usually happy, laughing, and running from one thing to another. In Montessori, he looks interested, sometimes puzzled, and often completely absorbed. I think of normalization as a kind of satisfaction that he seems to take from what he calls hard work.”

Dr. Maria Montessori described the following characteristics of normalization in children between the ages of 3 and 6.

• A love of order
• A love of work
• Profound spontaneous concentration
• Attachment to reality
• Love of silence and of working alone
• Sublimation of the possessive instinct
• Obedience
• Independence and initiative
• Spontaneous self-discipline
• Joy
• The power to act from real choice and not just from idle curiosity

Sometimes, parents worry that having younger children in the same class as older ones will shortchange one group.

They worry that a focus on younger children will absorb the teacher’s time and attention. Some parents are concerned that covering the kindergarten curriculum for the 5-year-olds will prevent them from giving the 3 and 4-year-olds the emotional support and stimulation they need. Both concerns are misguided.

The benefits of multi-aged classrooms include:

• Cooperation in work and play between older & younger children
• A wider range of knowledge, experiences, and abilities to draw upon in the multi-aged setting
• Higher motivation towards learning
• Respect for one another’s individual abilities and experiences
• Children learning to include all others in their activities
• Appropriate peer modelling, especially when older children are role models for the younger ones
• Interaction and friendship opportunities with a broader range of ages
• A greater sense of security and belonging
• Children developing responsibility, kindness, friendliness, diplomacy, language skills, and self-respect

Educational theories and studies show that “students in multi-aged classes tended to be higher or better than those in single-aged classes in the following affective areas: study habits, social interaction, self-motivation, co-operation, and attitudes toward school.” (Gayfer, 1991).

A 5-day program creates the consistency that is important to young children and essential in developing strong Montessori programs.

Since the primary goal of Montessori involves creating a culture of consistency, order, and empowerment, most Montessori schools will expect children to attend 5 days a week.

All children play! They explore new things playfully, watch something interesting with a fresh, open mind, and enjoy the company of treasured adults and other children. They make up stories, dream, and imagine.

This false impression stems from parents who don’t know what to make of the incredible concentration, order, and self-discipline we commonly see among Montessori children.

Montessori students also tend to take what they do in school quite seriously. They commonly respond by saying, “This is my work.” when adults ask what they are doing. They work hard and expect their parents to treat them and their work respectfully. But it’s joyful, playful, and anything but drudgery.

We deliberately limit the amount of materials available in a Montessori classroom. This approach allows us to facilitate situations where more than 1 child would like to work with a particular material at the same time.

The interaction fosters discussion, and the children can develop patience, empathy, and, in later years, collaborative negotiation.

Teachers start sharing “grace and courtesy” lessons with children as young as 3. These friendly reminders continue over the years, encouraging children to learn how to negotiate fairly and with empathy in the classroom.

In the classroom, consistent assessment involves observing and working with the child as the child interacts in the prepared environment.

The materials have inherent checks, so a trained guide can discern if the child has understood the concept by observing a child working with a material.

Educating and developing your child’s character is an essential part of the Montessori method. We teach the child the value of self-care, caring for their environment, personal conduct (including grace, courtesy, and respect), and independent achievement and effort.

By addressing the items above, we help develop young minds into capable, confident decision-makers and team players.

Throughout your child’s journey with us, they’ll interact with the full suite of our classroom materials. This journey is paired with responsibilities that include:

• Choosing what to work on and when to work.
• Owning the consequences and outcomes of decisions.

The freedom that comes with the lack of structure comes hand-in-hand with personal responsibility.

Yes, highly gifted children can find Montessori intellectually challenging and flexible enough to respond to them as unique individuals.