Keys to the Universe

Respect

The principles respect each child as being a unique individual in their own right. Different from adults and each other. Understanding the differences amongst one another and accepting each other with love and respect. A profound respect for each child's personality and preferences is the key to fostering their creativity.

The Prepared Environment

The environment itself also tends to either foster creativity or restrict it. Based on Montessori principles "The Prepared Environment" was created, devised to be consistent with the needs of a child during their process of learning and development. Given the appropriate environment each child is enabled to develop and learn naturally through spontaneous, effortless, self directed activity.

The Absorbent mind

The child has what Maria Montessori called it, an absorbent mind. The child's absorbent mind unconsciously soaks up information from the environment ,around him, learning about it at a rapid rate. This learning process is unique to the young child and lasts through the first six years of his life. The Montessori method is designed to take advantage of these mental powers during these critical years.

Sensitive periods

These periods document the critical stages of development. Dr. Maria Montessori recognized that it was much easier for a child to learn a particular skill when it was pursued during the corresponding "sensitive period." These periods can be best described as intense fascinations for learning a particular skill. (i.e., for language, order, movement)

Freedom within limits

In order for the learning process to achieve maximum results there needs to be freedom. A freedom of movement and choice. The Montessori child is encouraged to follow what interests him the most. The child is free to work and learn in the classroom at his own pace. Every aspect of the presentation and proper handling of materials encompasses a much broader meaning. It puts into harmony a balance of freedom and structure. Where as one does not overpower the other. This careful blend allows each child the freedom of choice and movement, a respected right to choose and move freely. This in turn initiates many processes one of which is gaining independence, another is s self -reliance and sufficiency. This emphasis on freedom is the only way to satisfy the children's' own need for productivity and fulfillment. Yet in the midst of all this freedom, there underlies structure. The structure that is created when a child knows to put back their learning materials in the proper place and order. When a child knows that their individual work is respected as their own. Where it is very natural for a young child to want to work alone and is uninterrupted. Thus constructing important rules and guidelines that prove to be mutually beneficial and therefore rewarding.

The Montessori Teacher

"Directress" as Dr. Montessori coined the term, guides the child through an ordered arrangement of developmentally appropriate activities. The teacher does not teach per say but instead assists the child to slowly gain mastery of the carefully thought out environment prepared especially for him/her. She demonstrates the correct process in using the materials as they are individually chosen by the children. The presentations are brief and efficient giving just enough information to intrigue them so that they will come back to investigate later. She is a keen observer of the specific interests that pique the curiosity of each child. Observation is crucial to the Montessori Method. She keeps an accurate record of their strengths, accomplishments and work. Thus the role of the teacher is not to lecture with preexisting knowledge and theory. But instead, to connect each child with the world around them through creative, hands on, sensory integrated materials. To help the child better understand, and grasp the concepts presented to him/her. Encouraging each child as they strive to reach their maximum potential at his/her individual rate.