Frequently Asked Questions

The Montessori method was established in 1907 by Dr. Maria Montessori. She was the first female to become a physician in Italy. As a scientist, she first observed children and their learning process. Through her observations she discovered that children teach themselves from experiencing the environment they are in. This lead her to design the “prepared environment” which is a learning environment designed with “developmentally appropriate” material for children to choose freely.

Dr. Montessori designed the educational system so that the child learns using all five senses, where he moves from concrete learning to abstract learning. Traditionally children learn mainly by listening, watching or reading, and they learn to follow pre set patterns or formulas which are mainly abstract. The Montessori child learns on his / her own, at his / her own pace, choosing freely the topics and activities he / she would like to explore. The prepared environment of a Montessori class holds hundreds of topics and activities. In this class, learning is an exciting journey of exploration which leads to self motivation, self correction, self discipline, focus and accountability, where the child will cultivate the love of learning.

A few differences in approach of Montessori vs. Traditional

Montessori education

• Emphasis on cognitive structure and social development
• The guide (teacher) has an inconspicuous role in the classroom and activity. The Child is the main role and is an active participant.
• The method and process in the class encourages internal self-discipline.
• Children are encouraged to teach, collaborate, become creative and help each other.
• Curriculum is exploration of the child’s interests and the environment is thoughtfully prepared to allow the child to choose.

Traditional education

• Emphasis on rote knowledge and social development
• Teacher takes a main role and determines the learning activity and the child is a passive participant.
• The teacher acts as the enforcer of external discipline.
• Teacher driven learning.
• The learning is structured for the child with little regard for the child’s interests.

In Montessori, classes are divided into three year age groups 0-3yrs, 3-6 yrs, 6-9yrs, 9-12yrs and so on. This allows the natural learning of a young child, who looks to his older peers for learning, and the older child who becomes proficient of his knowledge by teaching the younger peers, to occur. It creates a community of students who are empathetic, patient and confident.

The two major organizations offering Montessori training in the United States are the Association Montessori Internationale (AMI, with a U.S. branch office called AMI-USA) and the American Montessori Society (AMS). Most training centers require a bachelor’s degree for admission. Training ranges from 200 to 600 pre-service contact hours and covers principles of child development and Montessori philosophy as well as specific uses of the Montessori classroom materials. Montessori training centers can be found across North America and around the world.

NAMTA research studies have found that Montessori children are well prepared for later life academically, socially, and emotionally. They have found that they score well on standardized tests, and are ranked above average on such criteria as following directions, turning in work on time, listening attentively, using basic skills, showing responsibility, asking thought provoking questions, coming up with creative solutions, showing enthusiasm for learning, and adapting to new situations with ease.

For children six and under, Montessori emphasizes learning through all five senses, not just through listening, watching, or reading. Children in Montessori classes learn at their own, individual pace and according to their own choice of activities from hundreds of possibilities. They are not required to sit and listen to a teacher talk to them as a group, but are engaged in individual or group activities of their own, with materials that have been introduced to them 1:1 by the teacher who knows what each child is ready to do. Learning is an exciting process of discovery, leading to concentration, motivation, self-discipline, and a love of learning. Above age six children learn to do independent research, arrange field trips to gather information, interview specialists, create group presentation, dramas, art exhibits, musical productions, science projects, and so forth. There is no limit to what they create in this kind of intelligently guided freedom. There are no text books or adult-directed group lessons or daily schedule. There is great respect for the choices of the children, but they easily keep up with or surpass what they would be doing in a more traditional setting. There is no wasted time and children enjoy their work and study. The children ask each other for lessons and much of the learning comes from sharing and inspiring each other instead of competing.

Multi-age classrooms afford us the luxury of adapting the curriculum to the individual child. Each child can work at his or her own pace while remaining in the community with his or her peers. In addition, the multi-age format allows all older children to be the leaders of the classroom community even those children who may be shy or quiet.

Montessori is designed to help all children reach their fullest potential at their own unique pace. A classroom whose children have varying abilities is a community in which everyone learns from one another and everyone contributes. Moreover, multi-age grouping allows each child to find his or her own pace without feeling “ahead” or “behind” in relation to peers.

No. Montessori educates children without reference to a religious denomination. As a result, our classrooms are extremely diverse, with representation from all peoples, cultures, and religions.

Montessori is not a franchise. The term Montessori is not trademarked and anyone, regardless of training, experience or affiliation can open a “Montessori” school. It is essential that parents researching Montessori act as good consumers to ensure the authenticity of their chosen program.

Dr. Maria Montessori wanted to be sure that guides were trained correctly, methods were applied as she intended, and a complete set of authentic materials graced the shelves of classrooms. Today, there are two major organizations that carry on her work and are generally regarded as the standard for Montessori education. They are AMI (Association Montessori International), which was created by Dr. Montessori herself, and AMS (American Montessori Society), which branched off from AMI in 1960. The two organizations maintain a positive working relationship and mutual respect for the work they both do. If you are looking for a high fidelity Montessori program, it’s important to find a school that is connected to either AMI or AMS. There are different levels of connection, depending on how closely a school aligns their work with what is considered ideal.

Montessori schools may be best known for their programs with young children, but the underlying educational method describes programs for students up through high school.

Montessori children are free to choose within limits, and have only as much freedom as they can handle with appropriate responsibility. The classroom teacher and assistant ensure that children do not interfere with each other, and that each child is progressing at her appropriate pace in all subjects.

The different arrangement of a Montessori classroom mirrors the Montessori method's differences from traditional education. Rather than putting the teacher at the focal point of the class, with children dependent on her for information and activity, the classroom shows a literally child-centered approach. Children work at tables or on floor mats where they can spread out their materials, and the teacher circulates about the room, giving lessons or resolving issues as they arise.

Yes. Montessori classrooms encourage deep learning of the concepts behind academic skills rather than rote practice of abstract techniques. The success of our students appears in the experiences of our alumni, who compete successfully with traditionally educated students in a variety of high schools and universities.

Montessori classrooms emphasize competition with oneself: self-monitoring, self-correction, and a variety of other executive skills aimed at continuous improvement. Students typically become comfortable with their strengths and learn how to address their weaknesses. In older classes, students commonly participate in competitive activities with clear “winners” (auditions for limited opera roles, the annual spelling bee, etc.) in which students give their best performances while simultaneously encouraging peers to do the same. It is a healthy competition in which all contenders are content that they did their best in an environment with clear and consistent rules.