The Montessori method or philosophy was developed by Dr. Maria Montessori. Born in 1870, she became the first woman in Italy to earn a medical degree. During her work, first with developmentally delayed children and later with normal children, she had extensive opportunities to study how children learn and, as a result, developed an educational method that differed dramatically from educational principles of the early 20th century.

In short, Dr. Montessori observed that children learn naturally about themselves and their world through exploration and discovery. From their inception, Montessori schools have used materials and methods designed specifically to encourage this natural learning and to help children become self-motivated, independent learners for life.

Montessori schools seek to a provide a balanced curriculum in practical life skills, sensorial ability, mathematics, language, science, geography, computer study, music and the cultural arts.

Montessori materials arouse children's spontaneous interest, providing a concentration on tasks that, because it is natural and self-generated, promotes independent learning. These can include learning puzzles, perceptual learning materials and activities designed to promote everyday skills.

Children are free to move about from one set of materials to another in an environment prepared for independent, multi-sensory learning.

Montessori schools emphasize learning to read and write early. Students are placed in mixed-age classrooms where they can work and advance at their own pace.

Our teachers are observers and catalysts providing guidance in what is essentially a child-centered experience.

Our environment is calm, warm and homelike, encouraging children to feel free to move about, to explore, to focus on what interests them.

The Montessori method seeks to instill both self-confidence and self-discipline.

The goal of both Montessori and traditional preschool programs is the same: to provide learning experiences for children. The biggest differences lie in the kind of learning experiences each school provides and the methods they use to accomplish this goal. Montessori educators believe these differences are important because they help shape how children learn, their work habits and future attitudes toward themselves, others and the world around them.

TRADITIONAL PRE-SCHOOL	MONTESSORI PRE-SCHOOL
Emphasis on social development	Emphasis on cognitive and social development
Teacher is center of classroom as "controller"	Teacher has unobtrusive role
Teacher acts as primary enforcer of discipline	Environment and method encourage self-discipline
Group and individual instruction	Mainly individual instruction
Same-age grouping	Mixed-age group
Most teaching done by teacher	Mixed-age grouping encourages children to teach and help each other
Curriculum is structured for child	Child chooses own work
Child is guided to concepts by teacher	Child discovers own concepts from self-teaching materials
Child generally allotted specific time for work	Child works as long as s/he wishes on chosen project
Instruction paced, usually set by group norm	Child sets own learning pace
If work is corrected, errors usually pointed out by teacher	Child spots own errors from feedback
Learning reinforced externally by repetition and rewards	Child reinforces own learning by repetition of work and internal feelings of success
Limited materials for sensory development	Many multi-sensory materials for physical exploration
Less emphasis on self-care instruction	Organized program for learning care of self and environment (polishing shoes, cleaning sink, etc.)
Usually assigned own chair, encouraged to participate, sit still and listen during group lessons	Child works where s/he chooses, can move around and talk at will(without disturbing the work of others). Group work is voluntary.
Voluntary parental involvement	Organized program for parents to understand the Montessori philosophy and participate in their child's learning