The Montessori system has been used successfully with children from all socio-economic levels, representing those in regular classes as well as the gifted, children with developmental delays, and children with emotional and physical disabilities. There is no one school that is right for all children, and certainly there are children who may do better in a smaller classroom setting with a more teacher-directed program that offers fewer choices and more consistent external structure.

Research studies show that Montessori children are well prepared for later life academically, socially, and emotionally. In addition to scoring well on standardized tests, Montessori children are ranked above average on such criteria as following directions, turning in work on time, listening attentively, using basic skills, showing responsibility, asking provocative questions, showing enthusiasm for learning, and adapting to new situations. I recently observed a Montessori classroom for a day.

The classroom contains what we consider 5 different areas of learning (although they are well integrated in the experience of the children)- practical life, sensorial development, language, mathematics, and cultural studies (geography, art, music, etc.). The children receive individual and small group lessons in each of these areas and are free to work with these activities at any time.

All children play! They explore new things playfully. They watch something of interest with a fresh open mind. They enjoy the company of treasured adults and other children. They make up stories. They dream. They imagine. This impression stems from parents who don't know what to make of the incredible concentration, order, and self-discipline that we commonly see among Montessori children. Montessori students also tend to take the things they do in school quite seriously.

Children of all ages have many different interests. Just like local public schools, children may have other friends when they are involved in sports, clubs, church, or other extracurricular activities. Montessori encourages children to become an active part of their community. Children are still capable of playing with neighborhood children after school hours, and usually have more time to do so due to the Montessori homework philosophy.

Montessori is designed to help all children reach their fullest potential at their own unique pace. A classroom whose children have varying abilities is a community in which everyone learns from one another and everyone contributes. Moreover, multiage grouping allows each child to find his or her own pace without feeling "ahead" or "behind" in relation to peers.

Children that have been in a Montessori environment typically are very flexible and adjust quite easily to the public school situation. They are generally better students and spend their time in more productive ways because of their self-direction and positive attitude toward learning.

Research proves that your child's highest level of learning takes place from birth through age 9. This period of development is when your child will absorb and learn more than any other time in his/her life. This is also the time your child will learn the joy of knowledge and the excitement of learning new skills. The gift of learning independent study skills in our carefully prepared class environment is an advantage when it is time for your child to move on.

The name Montessori usually refers to the educational method developed by Dr. Maria Montessori, an Italian physician. Dr. Montessori observed that all children were driven by inherent tendencies which expressed themselves particularly intensely at certain ages - for example: exploration, communication, movement, and a desire for self-perfection.

Dr. Montessori observed that adult society is represented by multi-age beings and the benefits of peer observation and learning and collaboration could be successfully implemented in a classroom. Young children flourish more rapidly in classes that span two or three years. Multi-age grouping encourages older children to assist and mentor their younger classmates, while the younger ones look forward to moving on to the more challenging activities they see around them.

Most children appear to adjust readily to new classroom situations. In all likelihood this is because they have developed a high degree of self discipline and independence in the Montessori environment, and because of the adaptability of young children in general.

Montessori is based on a profound respect for each child's personality. Children work from their own free choice and are allowed a large measure of independence which forms the basis of self-discipline. children progress at their own pace and successfully complete the self-correcting exercises, they develop confidence in their ability to understand their achievement. Montessori presets endless opportunities among the children for mutual help which is joyfully given and received.

The goal of a Montessori education is to develop your child’s love of learning so that she/he keeps it throughout life. The child who transfers out of Montessori has a positive attitude towards school and self- discipline and responsibility. Most children transferring from Montessori to a public school adjust easily to their new classrooms.