Montessori's influence can be seen not only in the number of schools that bear her name, but throughout the fields of child care, education, and child development. Many of her ideas are now part of our common knowledge, language, and thinking about children. She was an innovator in the field of education and ideas that were once met with great resistance in her day now seem natural as accepted aspects of childhood.

The Montessori Philosophy
This system of education is both a philosophy of child development and a rationale for guiding such growth. It is based on the child's developmental needs for freedom within limits, as well as, a carefully prepared environment which guarantees exposure to materials and experiences. Through this, the child develops intelligence as well as physical and psychological abilities. It is designed to take full advantage of the child's desire to learn and their unique ability to develop their own capabilities. The child needs adults to expose him to the possibilities of his life, but the child must determine his response to those possibilities.

The main premises of Montessori education are:

• Children are to be respected as different from adults and as individuals who differ from each other.
   
• The child possesses an unusual sensitivity and intellectual ability to absorb and learn from his environment that are unlike those of the adult both in quality and capacity.
   
• The most important years of a child's growth are the first six years of life when unconscious learning is gradually brought to the conscious level.

What Makes Montessori Education Unique
The child has a deep love and need for purposeful work. He works, however, not as an adult for completion of a job, but for the sake of an activity itself. It is this activity which enables him to accomplish his most important goal: the development of himself - his mental, physical, and psychological powers.

The whole child approach - The primary goal of Abintra's Montessori program is to help each child reach their full potential in all areas of life. Activities promote the development of social skills, emotional growth, and physical coordination as well as cognitive preparation for future intellectual academic endeavors. The holistic curriculum, under the direction of a specifically prepared guide, allows the child to experience the joy of learning, the time to enjoy the process, and ensures the development of self esteem. It provides the experiences from which children create their knowledge.

The prepared environment - In order for self-directed learning to take place, the whole learning environment - classroom, materials, and social setting / atmosphere - must be supportive of the child. The guide provides the necessary resources, including opportunities for children to function in a safe and positive environment. Together, the guide and child form a relationship based on trust and respect that fosters self confidence and a willingness to try new things.

The Montessori materials - Dr. Montessori's observations of the kinds of things which children enjoy, and go back to repeatedly, led her to design a number of multi-sensory, sequential, and self-correcting materials to facilitate learning. Click here to learn more about Montessori materials and what they do for your child!

The Montessori Guide - The Montessori teacher, called "guide" at Abintra, functions as a designer of the environment, resource person, role model, demonstrator, record-keeper and meticulous observer of each child's behavior and growth. At Abintra, all lead guides are Montessori-trained (and, where applicable, state-certified).

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Montessori Education vs. Traditional Education
Please see the NAMTA (North American Montesori Teachers' Association) web site for an informative article comparing Montessori education to "traditional" education.

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Goals of a Montessori School
The main purpose of a Montessori school is to provide a carefully planned, stimulating environment which will help the child develop an excellent foundation for learning. The specific goals for the children who attend Abintra are:

Developing a positive attitude toward school - Most of the learning activities are individualized: i.e., each child engages in a learning task that particularly appeals to him...because he finds the activities geared to his needs and level of readiness. Consequently, he works at his own rate, repeating the task as often as he likes, thus experiencing a series of successful achievement. In this manner, he builds a positive attitude toward learning itself.

Helping each child develop self confidence - At Abintra, tasks are designed so that each new step is built upon what the child has already mastered, thus removing the negative experience of frequent failure. A carefully planned series of successes builds upon inner confidence in the child assuring him that he can learn by himself. These confidence building activities likewise contribute to the child's healthy emotional development.

Assisting each child in building a habit of concentration - Effective learning presupposes the ability to listen carefully and to attend to what is said or demonstrated. Through a series of absorbing experiences, the child forms habits of extended attention, thus increasing his ability to concentrate.

Fostering an abiding curiosity - In our rapidly changing society, we will all be students throughout our lives. A deep, persistent and abiding curiosity is a prerequisite for learning. By providing the child with opportunities to discover qualities, dimensions, and relationships amidst a rich variety of stimulating learning situations, curiosity is developed and an essential element in creative learning has been established.

Developing habits of initiative and persistence - By surrounding the child with appealing materials and learning activities geared to his inner needs, he becomes accustomed to engaging in activities on his own. Gradually, this results in a habit of initiative - an essential quality in leadership. "Ground rules" call for completing a task once begun and gradually results in a habit of persistence and perseverance for replacing materials after the task is accomplished. This "completion expectation" gradually results in a habit of persistence and perseverance.

Fostering inner security and sense of order in the child - Through a well ordered, enriched but simplified environment, the child's need for order and security is intensely satisfied. This is noticed in the calming effect the environment has on the child. Since every item in the Montessori classroom has a place and the ground rules call for everything in its place, the child's inner need for order is directly satisfied.

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Benefits of a Montessori Education
Maria Montessori saw much need for reform in the educational system of her day, just as we see the same need for reform in our educational system today. Her goal was to develop the whole personality of the child, and her system is based on a strong belief in the spontaneous working of the human intellect. Her three primary principles are observation, individual liberty, and preparation of the environment. These principles and their various practical expressions with children are gradually becoming part of our educational system. Model kindergarten classrooms use the child sized furniture and didactic materials first introduced by Montessori. Such current concepts as individualized learning and readiness programs, manipulative learning, ungraded classes, combined age groups, team teaching, and open classrooms reflect many of her early insights.

Parents of young children want to feel safe and secure in leaving their children in an environment that provides for all of their academic, social and emotional needs. Abintra's Montessori environment strives to meet all of the above needs, but it also teaches children an "I can do it" attitude that will ensure their future success in all aspects of their life. Below are some characteristics and benefits of the Montessori method:

• There is a three year age span of children within the classroom. Older children teach younger children and the sense of community helps build self esteem.
   
• There are self-correcting materials within the environment. Children learn through their own errors to make the correct decision versus having the guide point it out to them.
   
• Individual learning takes place within the environment. We recognize that each child learns at a different pace.
   
• Children are quiet by choice and out of respect for others within the environment. The Montessori classroom allows children to return to the "inner peace" that is a natural part of their personalities.
   
• There is an emphasis on concrete learning rather than on abstract learning. Children need to experience concepts in concrete "hands on" ways.
  

• The classroom is a child-centered environment. All the materials are easily within the child's reach, placed on shelves at their levels. The tables and chairs are small enough for the children to sit comfortably while the pictures and decorations are placed at the children's eye level.
   
• The children work for the joy of working and the sense of discovery. They are "sponges" and delight in learning new tasks. Their interests lie in the work itself rather than in the end product.
   
• The environment provides a natural sense of discipline. The "ground rules" or expectations of the child are clearly stated and are enforced by the children and the guides.
   
• The environment is "prepared" for the children. Everything in the room has a specific place on the shelf. Children are orderly by nature and having the room set this way allows them to grow in a very positive way.
   
• The guide plays a very unobtrusive role in the classroom. The children are not motivated by the guide, but by the need for self development.  

The items found on the shelves in the classroom are "materials" rather than "toys." The children "work with the materials" rather than "play with the toys." This allows the children to gain the most benefit from the environment by giving them a sense of worth - the same sense of worth adults experience as they go to their jobs and do their "work".

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Positive Discipline
Positive Discipline is a term you will hear often around Abintra. It is a discipline philosophy based largely on the principles developed by Alfred Adler and Rudolf Dreikers that has been explained well and thoroughly in a series of books by Jane Nelsen, Ed.D. Positive Discipline is a way of relating to children that is wonderfully aligned with Dr. Montessori’s principles. It incorporates the same respect and honoring of children that Abintra emphasizes in all of our work and because of this has been adopted by Abintra. READ MORE