Maria Montessori developed her teaching philosophy by studying the needs and behaviour of young children. She believed strongly that children should be allowed to develop in a non-competitive, caring and carefully planned environment, free from reward and punishment. She believed that children go through waves of learning and interest, and have periods of heightened sensitivity which enable them to concentrate and learn new skills easily. For example, the sensitive period for order occurs around 2.5 to 4 years of age. In recognition of this, great care is taken to provide a beautiful, orderly environment with each piece of equipment having its own specific place.

The classroom activities are arranged so that children can easily choose their own activities, and can work alone or with other children.

How does it differ from mainstream preschool?

There are a number of differences between mainstream preschools and Montessori preschools.

1. Multi -age Classrooms
Montessori preschool classes are multi-age, with children starting at 3 and able to remain until around 6 years of age. The starting age is 3 as this age is particularly sensitive to learning and growth of independence. The multi-age class room allows children of different ages to experience a community where the different abilities, knowledge and experiences are shared between children in a supportive and caring environment. The older children gain confidence by imparting their experience and knowledge to the younger children.

2. No toys
Montessori classrooms do not have toys. The Montessori equipment is different to what you may see in mainstream preschools. Much of the equipment is specially designed and constructed to allow children to learn how to use it in a simple manner at first, but allowing them to learn increasingly complex uses for it as they become able. The equipment is also self correcting, which allows children to find the answer themselves.
Many Montessori activities in the practical life area allow children to practice their fine motor skills, prior to learning to write or cut with scissors and encourage emerging independence in looking after their own needs and surroundings.

3. Teacher provides guidance
The teacher is a guide, observing the child and assisting them only when needed. She spends time observing and quietly guiding children as they work. She will provide one-to-one guidance to introduce a new activity and assist the child until they have mastered it. This type of instruction is part of specialist Montessori teacher training.

However, there are also similarities between Montessori and mainstream preschools. As well as specially designed Montessori activities the children also paint, draw, paste, construct using wood, do puzzles and enjoy books. As part of each session children can take part in songs, stories, presentations by staff or visitors, and outside play.

Many Montessori principles have been accepted into mainstream teaching such as using furniture that is child size, respecting the individuality and differences between children, developing programs that are child centered and teaching children many practical life skills to encourage independence.

What do children actually do in the classroom?

Most sessions in the Montessori classroom allow the child time to choose their own activities and work on them for as long as they choose. There is a time for the group to come together towards the end of the session.
The activities in the classroom are divided into 4 main areas:

Practical life
Practical Life is aimed at developing muscle co-ordination and concentration and encouraging independence in caring for themselves and their surroundings. Purposeful activities include sweeping, polishing (shoes and metal), sorting items into groups, sewing with needles and thread, washing clothes and dishes and preparing food.

Sensorial
Senses are the gateway to learning, therefore a Montessori classroom comprises of sensorial activities which are based on special sensorial materials. These materials help sharpen and train the senses for easier, simpler and more understandable learning. Materials include cylinder blocks for distinguishing dimensions, colour tablets for training the eye and developing aesthetic sense and touch tablets and boards for tactile sense. All the activities are linked to each other and are introduced from easy and real to more challenging and abstract.

Academic
Language
Children work their language from the moment they enter a Montessori classroom. Games like the ‘sound game’ make the child realise that all the things have names and are made up of sounds. These sounds are represented through symbols called alphabet which are introduced three at a time with sandpaper letters. Cards and many other materials are prepared to enrich children’s vocabulary and advanced activities help them understand all the complicated world of English grammer. This makes the whole process of learning easier, faster and more rewarding for the child.

Mathematics
The sensorial material also prepares the child’s mathematical mind which helps the children to easily understand the basic mathematical concepts like deep, shallow, long, short, less and more etc. The mathematical material then builds on these basic concepts helping the child understand more complicated functions like addition, subtraction, multiplication and division. By the time the child is six years of age they might be able to calculate in thousands and millions.

Cultural
A wide variety of activities covering geography, botany, art, and culture. These include land formatin, puzzle maps, making flags, painting (water colour and acrylic), clay, sewing, weaving and musical bells.

Many of these activities can be done by individuals or 2-3 children together. All activities are demonstrated individually to the child by the teacher when she feels they are ready to attempt it. Children also learn by watching older children work, and older children also act as guides when younger children are starting new activities.




In the Classroom
Maria Montessori developed her teaching philosophy by studying the needs and behaviour of young children. She believed strongly that children should be allowed to develop in a non-competitive, caring and carefully planned environment, free from reward and punishment. She believed that children go through waves of learning and interest, and have periods of heightened sensitivity which enable them to concentrate and learn new skills easily. For example, the sensitive period for order occurs around 2.5 to 4 years of age. In recognition of this, great care is taken to provide a beautiful, orderly environment with each piece of equipment having its own specific place. The classroom activities are arranged so that children can easily choose their own activities, and can work alone or with other children. How does it differ from mainstream preschool? There are a number of differences between mainstream preschools and Montessori preschools. 1. Multi -age Classrooms Montessori preschool classes are multi-age, with children starting at 3 and able to remain until around 6 years of age. The starting age is 3 as this age is particularly sensitive to learning and growth of independence. The multi-age class room allows children of different ages to experience a community where the different abilities, knowledge and experiences are shared between children in a supportive and caring environment. The older children gain confidence by imparting their experience and knowledge to the younger children. 2. No toys Montessori classrooms do not have toys. The Montessori equipment is different to what you may see in mainstream preschools. Much of the equipment is specially designed and constructed to allow children to learn how to use it in a simple manner at first, but allowing them to learn increasingly complex uses for it as they become able. The equipment is also self correcting, which allows children to find the answer themselves. Many Montessori activities in the practical life area allow children to practice their fine motor skills, prior to learning to write or cut with scissors and encourage emerging independence in looking after their own needs and surroundings. 3. Teacher provides guidance The teacher is a guide, observing the child and assisting them only when needed. She spends time observing and quietly guiding children as they work. She will provide one-to-one guidance to introduce a new activity and assist the child until they have mastered it. This type of instruction is part of specialist Montessori teacher training. However, there are also similarities between Montessori and mainstream preschools. As well as specially designed Montessori activities the children also paint, draw, paste, construct using wood, do puzzles and enjoy books. As part of each session children can take part in songs, stories, presentations by staff or visitors, and outside play. Many Montessori principles have been accepted into mainstream teaching such as using furniture that is child size, respecting the individuality and differences between children, developing programs that are child centered and teaching children many practical life skills to encourage independence. What do children actually do in the classroom? Most sessions in the Montessori classroom allow the child time to choose their own activities and work on them for as long as they choose. There is a time for the group to come together towards the end of the session. The activities in the classroom are divided into 4 main areas: Practical life Practical Life is aimed at developing muscle co-ordination and concentration and encouraging independence in caring for themselves and their surroundings. Purposeful activities include sweeping, polishing (shoes and metal), sorting items into groups, sewing with needles and thread, washing clothes and dishes and preparing food. Sensorial Senses are the gateway to learning, therefore a Montessori classroom comprises of sensorial activities which are based on special sensorial materials. These materials help sharpen and train the senses for easier, simpler and more understandable learning. Materials include cylinder blocks for distinguishing dimensions, colour tablets for training the eye and developing aesthetic sense and touch tablets and boards for tactile sense. All the activities are linked to each other and are introduced from easy and real to more challenging and abstract. Academic Language Children work their language from the moment they enter a Montessori classroom. Games like the ‘sound game’ make the child realise that all the things have names and are made up of sounds. These sounds are represented through symbols called alphabet which are introduced three at a time with sandpaper letters. Cards and many other materials are prepared to enrich children’s vocabulary and advanced activities help them understand all the complicated world of English grammer. This makes the whole process of learning easier, faster and more rewarding for the child. Mathematics The sensorial material also prepares the child’s mathematical mind which helps the children to easily understand the basic mathematical concepts like deep, shallow, long, short, less and more etc. The mathematical material then builds on these basic concepts helping the child understand more complicated functions like addition, subtraction, multiplication and division. By the time the child is six years of age they might be able to calculate in thousands and millions. Cultural A wide variety of activities covering geography, botany, art, and culture. These include land formatin, puzzle maps, making flags, painting (water colour and acrylic), clay, sewing, weaving and musical bells. Many of these activities can be done by individuals or 2-3 children together. All activities are demonstrated individually to the child by the teacher when she feels they are ready to attempt it. Children also learn by watching older children work, and older children also act as guides when younger children are starting new activities.