Montessori Approach

Dr. Montessori posited that the primary objective of early childhood education is not merely the impartation of predetermined factual knowledge but rather the cultivation of a child's inherent inclination to learn.

We foster the innate learning capabilities of the child through the following principles:

• Providing opportunities for each child to engage in the joy of learning autonomously, rather than through coercion.
• Assisting them in refining their natural tools, such as their own hands, to optimize their learning abilities for various educational contexts.

This educational philosophy, formulated by Dr. Maria Montessori in the early twentieth century, emerged from her meticulous observations and global studies of children. She discerned that certain developmental phases are universally shared and persist throughout our lifetimes.

Drawing on her expertise in Psychiatry, Pediatrics, and Education, Maria Montessori developed this educational approach to create an environment that enables children to extract what is essential for their fullest human potential.

• The Absorbent Mind
• The Concept of the Prepared Environment
• The Sensitive Periods of Development
   

Montessori perceives each individual as uniquely endowed, living a complete life in a comprehensive world. In this framework, teaching and learning are inseparable, and connections exist between self, family, community, and the global society. The essence of learning and growth is manifested in collaborative work and play, with an emphasis on the absence of competition.

Recognizing the significance of sensitive periods, during which children exhibit an internal drive and passion to comprehend and act, Maria Montessori emphasized that learning is most thorough, concentration is most intense, and enthusiasm is most heightened. During these periods, children engage in repetitive activities driven by their profound interest and curiosity, thereby facilitating comprehensive and profound learning experiences.