Montessori
Our Educational Philosophy
In order to help the young child develop his/her personality and sense of self, which allows him/her to build healthy self-esteem and learn with confidence, we take the following approach:
- Following the Montessori Philosophy and Method, the classroom environments have mixed- age grouping and are child-centered, believing that every child has their own great potential for life.
- The environment is prepared in such a way to be aesthetically pleasing, developmentally appropriate, ordered, sequentially structured, and presented to the child so the child feels secure and respected.
- Respecting the child’s rights and justice, so he/she can freely choose to study the materials. Working with them as long as he/she needs, and as long as he/she is interested, once the material has been shown to him with a formal presentation. This lengthens the child's concentration span.
- Let the child enjoy the freedom to move forward in the pursuit of mastery of the developmental process, both mental and physical aspects, integrating his/her personality.
- Work through the child’s own hands, the experience become first hand to the child, which allows the child to build critical thinking skills and inspire their creative potential.
- When a child is willing to share or take turns with others, he/she can certainly become more independent and self-confident. This, in turn, inspires and motivates the child to explore even more.
- The child takes pride in mastering skills that can contribute to the order and beauty of the classroom and volunteers cheerfully when given responsibilities. Children in Montessori classrooms develop their sense of responsibility in small doses as they see the consequences of their choices in everything they do in the classroom.
Maria Montessori Biography
Maria Montessori was born in 1870 in the Province of Ancona, Italy. She was the first female doctor in Italy and was a successful child psychiatrist. She advocated the use of education to treat children with disabilities, as well as access to extraordinary achievements. In 1901, she committed to researching Psychology as she devoted herself to studying the essence of the lives of children. 1907 saw the creation of Maria's first children's house.
In 1909, Maria Montessori wrote "Science Education Methods Used in Young Children". In 1910, she began training teachers, then traveled to Europe, the United States, and around the world promoting and establishing associations and training centers. She continued observational studies, discovering that every child has spontaneous learning potential. She focused on early childhood mental growth stages, researching and refining knowledge of children's "inner guide". Maria determined that the role of the adult is to prepare the appropriate environment. She cautioned against excessive adult interference. She found that education is "the development of the law of nature with the natural process," so that children do not have adult prejudices define their environment. Children are naturally generous, curious to explore, good communicators, and possess a joyful, gregarious nature.
Maria Montessori's work has transcended her as an individual. Her legacy is a warm glow, flowing to every corner of the world. In her wake, there has been a wave of education reform, new vigor in the course of early childhood learning. There are currently nearly ten thousand Montessori schools at all levels, serving children from birth to eighteen years old. Maria Montessori passed away in the Netherlands in 1952, but her vitality and love can be felt today in all the children and teachers she has guided.