Who is Maria Montessori and how was the Montessori Method Born

  • Maria Montessori who is the first female physician of Italy and also studied in the fields of children health and psychiatry has established foundations of Montessori method in 1907 especially by doing studies with mentally disabled children. After her success with developmentally disabled children, Maria Montessori decided to test her methods on children with no disablities in anticipation of "if these accomplishments are possible with disabled children; who knows how beautiful results might be obtained with other children".
  • Maria Montessori opened the first Montessori school – The Casa del Bambini, or Children's House – in Italy and applied her educational method to children from all walks of life.
  • The effects of the program on the development of children were beyond belief. Montessori became famous; her portrait was even  used to decorate Italian 1000 lire note.
  • Outstanding success of the method over the development of children won general approval in other countries and Montessori method adopted worldwide.
  • Today Montessori method is a common educational system applied for preschool and school periods in many countries.

Montessori Education System

  • Montessori method is based on individual education designed specially for children with different age groups rather than group study to the same age. Montessori methodology believes that individual education gives an opportunity to children to learn at their pace. The method provides children the opportunity to work on materials for which they have higher interest. 
  • Montessori material has been arranged according to an order of priority from simple to complex in a "prepared environment". Each activity forms the foundation of the next. Children learn by experiencing, by repeating over and over again, by using their problem-solving and cognitive skills instead of memorizing.
  • Without having the required expertise children would not jump to the next level; each skill is developed to interlock with another. In this way, stimulation necessary for that certain ability are being supplied and children would not experience the feeling of failure. This supports the self-confidence of our children.
  • Children follow the order to complete a task while realizing studies, learn paying attention to details; patience, sharing and responsibility notions are being developed.
  • As our children are free to socialize, express their feelings, move, choose and repeat; they have the chance to find their own rhythm, and could grow up as strong-minded, independent, self-sufficient and self-confident children.
  • Our teachers are experienced preschool teachers who have received Montessori education. Primary duty of our teachers is being neutral and lending assistance only when needed, just guiding and observing the children. As our Turkish and native speaker teachers are present in the classroom at the same time; our children have the chance to learn English language as part of their daily life and not like a lesson.

Why We Have Chosen Montessori System

Montessori emphasizes first six years as the most important period in our lives and indicates the importance of  "sensitive periods" during these years. Each sensitive period would be transformed into an opportunity affecting the development of the child deeply when it is being fed with the required stimulants at the right time.

Materials and activities that fulfill the needs of our children in accordance with their development characteristics and their sensitive periods are being applied.
In a relaxed atmosphere, children are being prepared to life and school by working with natural and special materials developed by Montessori.

Children are leaders in Montessori programs; children are architects of themselves. Ages o to six are the years children construct themselves. When we provide them a prepared environment and give them the chance to work at their own pace, they can achieve their potential with confidence. Needs and levels of children are being observed during applications; activities are being served in accordance with the interest and requests; programs are being designed according to their special characteristics. Our children work on activities that they have selected from specified alternatives. Our teachers lead and guide our children by giving them the opportunity to experience activities supporting their development and giving them the chance to learn by hands-on experience.

Montessori Classroom Environment

The fundamental principle of Montessori education is the preparation of the most suitable environment supporting the development and independence of the children.

Montessori classrooms give utmosy importance to "prepared environment". There is an open shelf system, materials arranged from simple to complex and from concrete to abstract according to areas of learning (education corners). Place and position of each material is specified. Our children at first choose the material and take it from the cabinet; after the completion of the study material is again placed by the children to its location.

In Montessori classrooms all materials are conveniently placed within the easy reach of the children. Since learning materials are displayed on accessible shelves, children could easily choose the materials desired.

Freedom of choice supports the motivation of children by their own developmental needs not by the teacher.

There are tables and chairs in classrooms that might be easily moved around by children; also there are carpets when they want to work on the floor.

Plainness and simplicity are important in Montessori classrooms. It is not possible to see colorful, fantastic or untidy material on the walls or in the classroom that might distract the children. Format is plain and realistic as much as possible. It is aimed to minimize external affects that might distract the attention of our children, increasing their level of concentration to the work and material.

Reality and naturalness have great importance in Montessori classroom. That's why materials are mostly tools that are used in everyday life.

It is possible to think of Montessori materials as toys which children like to discover and enjoy spending time with. Each material has first and secondary aims contributing to the development of children. For this reason, to be able to differentiate children's work from aimless games and toys Montessori is using the words "material" instead of a "toy" and "work" instead of "play".

System develops an inner discipline that might be adaptable to life while our children have "freedom of choice". There is only one of each material. When more than one children want to work on the same material they ask if they could work together. If the answer is "yes", they work together, if the answer is "no" then they wait for the other to complete his work. This process teaches children to be patient, as well as sharing, waiting and showing respect to rights of others.