Maria Montessori 1870 - 1952

Montessori education began a hundred years ago with the work of Maria Montessori (1870-1952), Italy 's first female physician and one of the great educators of the past century. Her detailed observation of a group of children committed to her care led her to design unique learning materials, to train others in her teaching methods, and then to open schools, first in Italy and then in numerous other countries. During the war years, Montessori's educational approach was known as the movement for peace, for she saw the child as the hope for a new world. By the time of her death, Maria Montessori's philosophy of education had become influential internationally, and schools under her name had been established around the world.

The Montessori Philosophy

The Montessori approach to education is grounded in the belief that children have a dynamic inner desire to explore and learn about their environment. In the words of Maria Montessori,

" education is not something which the teacher does, but is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but by virtue of experience in which the child acts on his environment... We must offer the child the help he needs, and be at his service so that he does not have to walk alone."

Montessori believed that all children have within themselves the power to achieve their full potential. Given the proper measure of guidance and freedom, the children's inner spirit enables them to focus on what they need to know. Children then learn with wonder, confidence, and joy ("joyful, happy" is the root meaning of the Italian word allegro, the name of our school).

An Environment for Learning

An important part of Montessori's approach is an orderly and pleasant environment. This environment includes learning materials designed to meet the particular developmental needs of each child. Ideally, it also includes easy access to outdoor surroundings, the world of nature. Children are encouraged to explore activities that interest them most, and to experience the deep inner satisfaction of having achieved what they set out to do.

Each child is given guidance according to his or her needs and personal capability, allowing for individually paced development in a non-competitive atmosphere. The grouping of mixed ages in one classroom permits cooperative interaction and mutual assistance among the younger and the older children.

The Classroom Director

A well-trained, sensitive and caring adult is the key link between the child and the environment. In a Montessori classroom, the term director is used to describe the role of the guiding adult. The director, specially trained in observation of child development assesses when to offer a new challenge to the child and demonstrates the use of materials. The director assists the child's progress with attentive care, fostering a positive, loving atmosphere for the child.