Nature allow a certain time to learn each thing. Maria Montessori  called  these  “sensitive period”. If this time is not used, it is lost. It does not come again. If the sensitive periods are wasted, the foundation is not there; it is more difficult for the child and those who teach the child.

The Montessori Method is a dynamic and complete approach to the  enrichment  of  young children and as such represents the very best that parent can give during these formative years.

Our Aim:

Our aim is to assist in the development of each child‟s innate potential, by creating a school

environment in which the child can do and think for him/herself.

How children learn and develop:

The following principles list some of her major ideas about how children learn and develop:

  • Movement and  Cognition – that  movement and  cognition are  closely  entwined, and movement can enhance thinking and learning.
  • Choice – that learning and well-being can be improved when people have a sense of control over their lives.
  • Extrinsic rewards are avoided – that tying extrinsic rewards to an activity like money for reading or for high grades for tests, negatively impacts motivation to engage in that activity when the reward is withdrawn.
  • Learning with and from Peers – that collaborative arrangement can be conducive to learning.
  • Learning in Context – that learning situated in meaningful context is often deeper and richer than learning in abstract contexts.
  • Teacher Ways and Child Ways – that particular forms of adult interaction are associated with more optimal child outcomes.
  • Order in Environment and Mind – that order in the environment is beneficial to children Maria Montessori‟s imaginative and innovative solutions to the problem of harnessing the school child‟s innate curiosity and delight in discovery are no less relevant today than they were in her own time.
  1. Exercise Of Practical life materials provide the link between home and school and enhance the development of coordination, confidence, concentration and independence. They help the children adapt to their environment. The Practical Life activities include polishing, washing, pouring, dressing skills, food preparation, sewing and social skills.
  • Sensorial materials are designed to help children become more perceptive to understand concepts and focus on the details

of the world around them, and are in direct preparation for later work. Activities involve grading and matching shape, weight, touch, taste colour and sound.

  • Language materials increase vocabulary, explore the sounds and syntax of the English language and help children to read and write. Activities commence with oral language work such as stories, speaking and sound game, to working with sandpaper letters, writing with a movable alphabet and then reading.
  • Mathematical  concepts  are  offered  to  children  concretely. Hands-on materials create an enjoyable approach to arithmetic and geometry. Children will learn to count and then to operate decimal systems and fractions. From this solid base abstraction occurs naturally.
  • Cultural materials provide children with  experiences  in geography, history, music, art and natural sciences. As in other areas the child first experience culture on a concrete level. Activities include puzzle maps  for  geography, bells  for  music, personal time-lines  for history, simple science experiences such as sink and  float  and  a range of paints and materials for art.  Children  generally move into more individualized sessions at approximately 5 years of age (this is a small group of older children working with the teacher on more formal school work). It is usually during this final year in the program that the greatest  progress  in  the  development  of  the   child‟s  social  and

academic skills can be observed. The first two years have laid a foundation of knowledge and experience which is consolidated and built upon in the third year.