A Better Way to Learn.

The Montessori method of education, developed by Dr. Maria Montessori, is a child-centered educational approach based on scientific observations of children from birth to adulthood. Dr. Montessori’s Method has been time tested, with over 100 years of success in diverse cultures throughout the world.

It is a view of the child as one who is naturally eager for knowledge and capable of initiating learning in a supportive, thoughtfully prepared learning environment. It is an approach that values the human spirit and the development of the whole child—physical, social, emotional, cognitive.

About Maria Montessori

Maria Montessori was an Italian physician, educator, and innovator, acclaimed for her educational method that builds on the way children learn naturally. She opened the first Montessori school—the Casa dei Bambini, or Children’s House—in Rome on January 6, 1907. Subsequently, she traveled the world and wrote extensively about her approach to education, attracting many devotees. There are now thousands of Montessori schools in countries worldwide.

What Makes Montessori Unique?

Multi-age classrooms.
| MORE |
Unique learning tools.
| MORE |

Uninterrupted work.
| MORE |
Freedom within limits.
| MORE |

Unique classrooms.
| MORE |
Learning to care.
| MORE |

The Montessori Planes of Development

1First Plane of Development (Age 0-6)
Children possess an absorbent mind, taking in everything from their environment through listening, observing and imitating. Children have the ability to teach themselves. The classroom is designed to provide a beautiful, safe environment that is rich with language and appeals to the senses of the child. The teacher observes the physical, emotional and intellectual needs of your child and matches lessons and experiences accordingly.
2Second Plane of Development (Age 6-12)
Children at this stage are abstract rational thinkers. The classroom creates a community that enables collaborative work characteristic of the elementary child. Children are curious and active participants in their own learning. They often choose what their work is, where to do it, when to do it and with whom to do it. These choices develop independence and build confidence. Socialization is a key element of this plane and the classroom community provides a mini-society where children actively seek to find and create their place in the group.
3Third Plane of Development (Age 12-18)
Children at this stage are in the transition from childhood to young adulthood. Significant physical growth, self-scrutiny, impatient expectations, lack of self-confidence (often disguised as bravado), desire to belong, desire to contribute to society, questioning of rules and the belief that their experience cannot be understood by others characterize this period. As an adolescent’s body is undergoing an amazing transformation, the adolescent’s mind and personality are changing radically as well. Their cognitive abilities improve in three major areas: thinking abstractly, thinking hypothetically and thinking about their own thought processes (meta-cognition). The primary task of an adolescent is to form a coherent sense of self. While humans undergo significant identity changes throughout childhood, it is not until adolescence that we have the capacity to recognize these changes in ourselves. Forming an identity facilitates our ability to take on adult roles in society; if we know ourselves, we are better able to make choices about careers, religion, politics, and personal relationships.