Our Philosophy

We recognize that children have a natual drive that inspired them to reach their potential.

Montessori environment stimulates their inherent love of learning, which gives them the opportunity to engage in meaningful activities with proper balance of autonomy.

Early Childhood (Preschool & Pre - K)

Montessori Learning Center lays a solid foundation for your child's future.

The preschool classroom consists of children ranging from 2yrs - 4yrs 9months of age/ After completion of preschool, students continue their education in our kindergarten class.

Every child, by instinct, wants to learn and grow to maximize his/her abilities. In the first 6yrs of life, the child does this by imitating those around him/her. To support this, Montessori classrooms are carefully prepared to provide tools that enable the child to work to create himself/herself. By participating in Montessori activities, the child learns to use his/her body and mind for a purpose; to concentrate, to complete the cycles of activity, and most importantly to contribute to the family and social group. Montessori preschool activies consists of but are not limited to: care of the environment, care of person, grace and courtesy, sensorial activities, crafts, music, and movement. Working with these activities help the child to learn to focus, to complete sequential steps, concentrate, and to make intelligent choices. The teacher is responsible for preparing the environment. He/she is trained to provide lessons and to observe each child inorder top determine the student's individual needs. He/she serves as a role model and provides guidance where needed.

Maria Montessori used the term "sensitive periods to describe periods in child development when children are particularly susceptible to certain stimuli. Children's inner drive will steer them toward an activity that is appropriate and necessary for their own growth and development.

Prepared environment

To safeguard children's development, Maria Montessori placed a particular emphasis on what she called for the organized environment. Here children "sensitive periods" will be taken care of. Her thoughts on the "absorbent mind, which she defines as children's capacity to unconsciously learn without difficulty from the environment around them, was essential for her detailed description of the importance of an accessible environment. The environment must be structured around the child's development, needs and all aspects of their development.


Maria Montessori saw that children have a natural need for independence. They grow on mastering activities or situations themselves. Self-esteem is based on what they feel they've mastered, and the environment is planned to address this. Children largely determines itself what to work with with the teacher's guidance.

They have access to educational materials adapted to the individual child's stage of development. The material is progressive, one step leads to the next. The method is built up step by step. Much of the material is self-monitoring; children can see if they work is right or wrong. Children largely determines the pace they work in, which Maria Montessori saw as an essential part of the method.

Movement and Activity

Movement is a natural part of childhood and through movement comes knowledge. All in Montessori environment is arranged to this end. Children have a wide selection of materials and the ability to move.

Freedom and Order

Freedom and structure are two of the basic foundations of Maria Montessori method. In an environment with clear limits and clear boundaries, it is possible to give children freedom. By showing children respect, build up their confidence with independence as the goal, children will develop a discipline which in turn will lead to inner freedom.

The freedom to act independently on their own initiative means that children can keep on with their duties as long as they want. A child can focus on a subject a whole day, or a week. In a Montessori group of kids feel that they are working for their own sake, not for the teacher.

The Montessori environment enhances the child's ability to concentrate and master self-discipline, faith in oneself, trust in other people and respect for other cultures, religions and life values . Maria Montessori had eventually world peace as its primary goal. She believed that peace efforts had to begin with the children.

In sharing her views a child develops humility, wisdom, flexibility and understanding of other people.

A Montessori school is to give students the opportunity to:
  • To develop creativity
  • choose what engages them in the environment
  • to work uninterrupted and as long as they want with a task
  • To arrive at solutions and ideas themselves, and encouraged independence
  • communicate and share their discoveries with others
The teacher's task is to open minds:
  • to teach students
  • observing students in a free and open environment
  • build environment through facilitation of material
  • facilitating the class environment
  • taking part in the child's life and development in the classroom environment
  • to evaluate students in conversations with parents

Daily life in a Montessori environment / classroom

Practical exercises are part of everyday life among the youngest students. They have drills where they are taught to take care of themselves and their environment. When children have an understanding of this, they become self-reliant, they experience the joy of mastering tasks, giving independence and freedom.

Writing and reading has an important position. From an early age, we can see that the children have "sensitive periods for writing. Then materiel and other activities available to safeguard their interests.

The children also get the opportunity to become familiar with numbers from 4 years of age using concrete materials before they learn abstract concepts.

The feeling of success in anything you have selected, creates job and provide encouragement. Discipline problems are small because the kids get to work with what currently interests them most. Competition mentality decreases because the children are working in their own rhythm.

Factors that characterize a Montessori environment

  • Children doing different activities individually or in groups
  • Children choose their own tasks
  • Teachers who tutor and demonstrate material
  • Children on the floor, at the table and anywhere they might like to stay, learning mathematics, working with materials like beads, charts and timelines, in combination with standard textbooks and notebooks
  • Children of different ages who help each other
  • Children who take responsibility for practical tasks, such as keeping the classroom in order.
  • Social interaction between students because they can do the work of their choice and move around in the classroom to choose activities.

Want to know more about the Montessori pedagogy / Literature Suggestion:
Clare Healy Walls: "At the heart of Montessori." Vol. 1 - 6 Original writing.
Vatland / Lexow, "Montessori - an introduction," Montessori Press.
Maria Montessori: "From Childhood to adolescence." Schoeck Books Inc.