Montessori helps children to grow to love learning, by creating opportunities to engage in spontaneous, meaningful activites under the guidance of a trained educator. The flexibility of a Montessori school adapts to the needs of each individual, regardless of ability, learning style or social maturity.
Children learn much more deeply when given the opportunity to do an activity instead of just hearing instruction or seeing a demonstration. We use models and real objects to bring abstract concepts to life and create a much deeper understanding.
It is natural for children to wiggle, touch things, and explore the world around them. The Montessori learning environment encourages children to move about freely and select work that captures their interest and attention
Students are allowed to choose their own work and continuously return to tasks, honing their skills until they understand the concept so well that they can teach it to other students, proving mastery of the skill.
Children learn much more deeply when given the opportunity to do an activity instead of just hearing instruction or seeing a demonstration. We use models and real objects to bring abstract concepts to life and create a much deeper understanding.
It is natural for children to wiggle, touch things, and explore the world around them. The Montessori learning environment encourages children to move about freely and select work that captures their interest and attention
Students are allowed to choose their own work and continuously return to tasks, honing their skills until they understand the concept so well that they can teach it to other students, proving mastery of the skill.
Although the entrance age varies in individual schools, a child usually enters a Montessori Casa classroom between the ages of 2-½ and 4 years old, depending on when the child can be happy and comfortable in a classroom situation.
Students begin with the simplest of exercises based on activities which all children enjoy. The equipment which used at the age of three and four will help to develop the concentration, coordination and work habits necessary for the more advanced exercises performed at five and six.
The entire program of learning is purposefully structured. Therefore, optimum results cannot be expected either for the child who misses the early years of the cycle, or for one who is withdrawn before finishing Kindergarten.
