Montessori system of education is named after Dr Maria Montessori who became the first woman physician in Italy keenly interested in children’s overall development. Based on scientific observation of learning processes and her discovery that children are largely self-learners, she designed a special environment where children could freely choose from a number of activities. These activities playfully engage them in constant learning and at the same time help develop skills in self-dependence and leadership.

Maria Montessori founded the first Casa dei bambini (Children’s house) in 1907 where children were encouraged to learn through all five senses, not just through listening, watching, or reading. For more than a century, Montessori education has become popular all over the world.

In the Montessori system, learning is an exciting process of discovery leading to motivation, concentration, and self-discipline. They further develop love for learning. Children, therefore, learn at their own individual pace and according to their own choice of activities. Montessori classes form communities of children and place them in three-year age groups (3-6, 6-9, 9-12, and so on). In these classes, the older children naturally share their knowledge and excitement with the younger ones and the learning goes on in an interactive way.

CASA program, named after Montessori’s first school, includes the organization and conduct of classes according to the Montessori philosophy. Preschool and kindergarten classrooms are organized with children from two-and-a-half or three to six years old. This level is also called “Primary”. A typical classroom serves 20 to 30 children, staffed by one trained teacher and an assistant. Classrooms are outfitted with child-sized tables and chairs arranged singly or in small clusters. The classroom materials are organized in child-height shelves. The teacher makes the presentation for the most part after which activities may be chosen more or less freely by the children according to their own interest. Classroom materials usually include activities for engaging in practical skills such as pouring and spooning, materials for the development of the senses, as also related to math, language, music, art, and much more.

Each school day begins with a group time called “Circle”. The children sing songs, play games, share stories, discuss the calendar, and participate in new lessons together. During “work time”, each child chooses activities to explore; either alone or with others. They may select the necessary equipment and work as long as they wish. Gross motor time (outside when possible) allows the children to socialize, exercise, and be imaginative. After lunch the children are given “nap time” to rest for a period, and then continue through the afternoon with additional “work.” Our school provides a nutritious snack in the morning and afternoon and a hot lunch.

The school day, in Montessori, is not divided into fixed time periods for each subject. Teachers call students together as they are ready for lessons individually or in small groups.

Montessori system is designed to help all children reach their fullest potential at their individual pace. A classroom having children with varying abilities is a “community” in which everyone learns from one another. Everyone contributes. Moreover, multiage grouping makes it easier for the children to learn together. They don’t have the pressure of staying “ahead” or “behind” in relation to their peers.

The Prepared Environment: In Montessori classes, the teachers have a special responsibility to maintain a “prepared environment.” Since the child learns to absorb information from many sources, instead of being handed over by the teacher, it is the role of the teacher to prepare and continue to adapt to the environment. They link the child to the environment through well-thought-out lessons, and facilitate the child’s exploration and creativity. The Prepared Environment is essential to the success of Montessori philosophy. Far from cluttering the area, there must be just the right amount of educational materials to allow for the work of the child. The environment is created according to the subject, and children are always free to move around the room instead of staying at desks. Children are given complete freedom to work with a piece of material. At any one time in a day all subjects — math, language, science, history, geography, art, music, etc., are studied, at all levels.

Areas of Study Linked: Subjects from history, art, music, math, astronomy, biology, and geology to physics and chemistry are interwoven. Subject areas are not isolated from each other and a child studies them in any order he or she chooses, moving through all in a unique way for each child.

Opportunities for the development of personality are as important as academic education. Children are given the opportunity to take care of themselves, each other, and the environment-gardening, cooking, building, moving gracefully, speaking politely, doing social work in the community, etc.

A well-trained Montessori teacher spends a lot of time during training practicing the many basic lessons with materials in all areas. She/he must pass difficult written and oral exams on these lessons in order to be certified. She is trained to recognize a child’s readiness-according to age, ability, and interest-for a specific lesson, and is prepared to guide individual progress. Although the teacher plans lessons for each child for each day, she will bow to the interests of a child following a passion.

There are no grades, or other forms of reward or punishment, subtle or overt. Assessment is by portfolio and the teacher’s observation and record keeping. The real test of whether or not the system is working lies in the accomplishment and behavior of the children, their happiness, maturity, kindness, and love of learning, concentration, and work.