Montessori education philosophy traces its origins to the pioneering work of Dr. Maria Montessori, an Italian physician and educator, in the early 20th century. Dr. Montessori's observations and experiments with children led her to develop an innovative educational approach centered on the belief that each child possesses an innate drive to learn and explore their environment.

In 1907, Montessori opened her first Casa dei Bambini, or "Children's House," in a impoverished area of Rome. Here, she implemented her groundbreaking philosophy, emphasizing the creation of carefully prepared environments that fostered independence, self-directed learning, and respect for the child's individuality. Montessori classrooms were characterized by a diverse array of hands-on materials designed to engage the senses and promote exploration and discovery.

Montessori's philosophy was revolutionary for its time, challenging traditional educational methods that relied on rote memorization and teacher-led instruction. Instead, Montessori believed in allowing children to learn at their own pace, following their interests and passions while cultivating essential skills such as critical thinking, problem-solving, and self-regulation. 

Today, Montessori schools can be found in nearly every corner of the globe, serving children from diverse cultural, socioeconomic, and linguistic backgrounds The importance of Montessori education lies in its holistic approach to childhood development. By emphasizing the interconnectedness of the mind, body, and spirit, Montessori education fosters the development of the whole child – intellectually, emotionally, socially, and physically. Through hands-on learning experiences and an emphasis on practical life skills, Montessori education empowers children to become independent, confident, and lifelong learners, equipped with the skills and mindset necessary to navigate an ever-changing world.

One of the key freedoms we offer young children is time! In a world were children often have to work, move, and process, at an adults’ pace, the prepared Montessori Environment, allows the child the time to move at their own pace. The Montessori Work Cycle, is a crucial part of the routine, as it carves out uninterrupted time for the child to focus and engage. The Montessori teacher is trained to avoid interrupting the engaged child as well as experienced in how to invite the child to activity that will appeal to their interests and spark concentration.

The young child’s call to development is “Help me do it myself.” As such, children in Montessori prepared environments are empowered to have agency to do a great deal. The environment invites the child to choose purposeful activities that support practical skills providing opportunities for the child to grow their functional independence and self-confidence.