The method is named for its creator, Dr. Maria Montessori. Born in 1870, Maria was the first woman to earn a medical degree in Italy . Her first job, working with physically and mentally challenged children, planted the seeds for her life's work in education. Dr. Montessori designed materials and techniques that allowed these children to learn at a level equal to their typically-developing counterparts.

Dr. Montessori next turned her attention to children without special needs. Through careful observation, she documented the amazing ability of children under the age of six to effortlessly absorb information from their environment. (Anyone who's witnessed a young child easily learn a foreign language understands this ability.) She referred to children in this stage as having “absorbent minds.” Simply put, young children are smart! Not only can they absorb lots of information rapidly, they LOVE to do it! The key is to present the information and materials in a developmentally appropriate way so that the child can make use of it.

During this “absorbent mind” phase, a child will go through several distinct “sensitive periods” when a child is especially interested in acquiring a particular skill or piece of information. For instance, children often have a sensitive period between the ages of 3 and 4 during which they become very interested in learning to write. While most 3-year-olds cannot properly grasp and use a pencil, they can begin the study of letter formation by tracing letter shapes in sand, rolling marbles along letter-shaped pathways, or erasing letters on a chalkboard with water-soaked fingers. Their eyes light up when they realize they really can “write” their names. In the meantime, fine motor skill exercises (such as transferring objects with chopsticks) develop the hand muscles and coordination for later pencil use.

Another critical observation made by Dr. Montessori is that children absorb information primarily through sensory experience. In other words, they learn through touch, smell, sound, sight and taste. Most importantly, they learn by manipulating objects in their environment through use of these senses. Stimulating the senses forms neural bridges that increase a child's ability to process information now and in the future. Specially designed sensorial materials such as “sound boxes,” “baric cylinders,” “scent kits” and “color tablets” line the shelves of nearly all Montessori preschools and encourage children to develop their senses in fun, stimulating ways.

Dr. Montessori also recognized the importance of individualized curriculum. The Montessori classroom teacher does not frequently impart information to the student. Rather, the student is given access to tools that allow him to learn information for himself, at his own pace. In this respect, a Montessori preschool is somewhat like a children's museum in which the “exhibits” allow for individual learning and are constantly changing to accommodate each child's individual progress. In traditional American classrooms, the teacher is the hub of activity. She is the gatekeeper of information and feedback. In the Montessori classroom, each child learns at his or her own pace and receives feedback primarily from the materials. Montessori teachers do offer group lessons, but are primarily observers and facilitators of each child's journey through the curriculum.

Finally, Dr. Montessori observed the benefit of mixed age classrooms. Her work with children in the ghettos of Italy demonstrated the value of having younger children observing and learning from older children and the value of older children serving as teachers and role models for younger children. This “family-style” dynamic serves as a foundation for all Montessori classrooms where a 3-year age spread is the norm.

Since opening her first school (“The Children's House”) in 1906, Maria's theory and materials have stood the test of time and earned three Nobel Prize nominations. Today there are over 4,000 Montessori schools in the United States and thousands more in countries around the world.

The method itself is not restrictive. Children have a certain amount of freedom to select their own materials and work at their own pace.

Like any other preschool, however, Montessori schools have basic rules and structure. We teach the children how to use and care for the materials. Generally only one or two students may use the materials at a time. Materials must be returned to their places on the shelves. The students also learn basic rules of courtesy, caring and learning to work well together.

When selecting any school (Montessori or traditional), you should feel comfortable with the teachers. Look for the right “fit.” The best choice will always be a school where your child enjoys spending time and feels successful. Keep in mind that no two Montessori schools are exactly alike.

At Barat, we strive for a balance between disciplined learning and fun. Individual, quiet work is an important part of our day, but it is balanced with large group social activities such as recess, snack time and a short “choice time” at the beginning of each day during which children may choose to play with their friends using traditional wooden toys or our open art center. Children in Montessori Schools “work” hard. We believe they should also play hard! In addition, many of our students will eventually go on to non-Montessori schools. We feel it is our responsibility to prepare them for those environments by offering exposure to large group activities.

Furthermore, at Barat we try to strike a balance between the need for children to choose their own work and the need for children to try a wide range of new challenges. Through careful observation of each child, we periodically “steer” each toward appropriate work. Younger children are generally given more freedom of choice, but are helped to select materials when needed. Older children (particularly kindergarten students) are often given an “assignment” each day that they must find the time to accomplish during the morning. This ensures continued progress through the curriculum and teaches time management skills while still allowing plenty of opportunities for individual choice.