Dr. Montessori initially developed her pedagogical approach working with preschool-aged children but gradually applied her knowledge and observations to children and adolescents of all ages. In Europe and the USA, also in Poland, there are Montessori elementary schools, middle schools, and high schools.
The founders of Google, after receiving education in the Montessori system, gained direct admission to top American universities.
The advantages of the Montessori system, such as emphasis on independent learning, internal motivation, conducive learning environment, ambitious educational materials, and a supportive, non-competitive school community, are applicable at every stage of education, as children learn to become responsible global citizens.
We highly encourage continuing education in the Montessori system, but we also want to assure you that children will easily adapt to conventional schools after Montessori preschool. However, we allow ourselves to ask you to choose a school that is welcoming, modern, open and good, so that children do not become overly bored in the early years. We now have a vast selection of schools with different approaches, so let’s make use of it for the benefit of the children we have cared for wholeheartedly throughout their preschool journey.
In Montessori preschools, there is no age division among children. This stems from the belief that being with slightly older and younger children, rather than just peers, is beneficial for the emotional and social development of children. Older children can learn a lot from younger ones, and younger children can receive support and guidance from older ones. Age segregation is a fairly artificial and recent idea; in both families and natural human communities, children spend time with adults and children of different ages, acquiring knowledge and skills from them and providing support in return. Typically, Montessori groups consist of 20 to 26 individuals since the nature of working with children in this system effectively prevents the typical noise and chaos found in conventional preschools, which can eventually tire even the most resilient children and hinder concentration. In our preschool, we prioritize individual contact with teachers, which is possible with groups of 20-25 children and three adults, supported by auxiliary staff, management, and specialists present throughout the day at the facility. Teachers are not distracted by the need to perform additional duties, and they have dedicated time within their schedule for preparation and necessary documentation.
In Montessori preschools, silence and mutual respect for boundaries among children and adults are important. We avoid the chaos and noise often associated with preschools and schools. Maria Montessori claimed that children love silence, and there is much truth to this if we pay closer attention to observing children. In Montessori schools, most children quickly become absorbed in their chosen activities and do not have the need for intense energy release through running, making noise, shouting, or aggression. They are focused and engaged in their work. There is also time and space for physical activities, which are essential for children. A child can engage in physical activities whenever they feel the need.
Toys that are colorful, overloaded with decorations, visually aggressive, flashing, and buzzing can be exhausting for both children and adults, so there is no place for them in our environment. Toys with strictly defined functions limit children’s imagination and creativity. Montessori materials (developmental materials) are divided into sections, carefully designed, thoughtfully executed, have a purpose and error control, and are mostly made of natural, healthy materials. They can be used in various ways, becoming more advanced as children’s competencies develop which keeps them engaged for a long time. Depending on the child’s level of competence and current interests, they learn to use the materials in different ways. In our preschool children also have access to many materials that support sensory development and provide great pleasure (kinetic sand, various art supplies, sensory play materials, etc.).
Yes, we invite parents who want to fulfill the so-called kindergarten obligation for their five-year-olds to cooperate in this way (home schooling). We provide support, assistance in immediate care, invite the child to selected activities and special events, guarantee stress-free evaluation of progress, and assess school readiness as required by law.
The child’s brain is an incredible machine for exploring the world, adapting to it, and learning new things. The drive for knowledge is ingrained in our DNA. Without it, our species would not have achieved such astonishing evolutionary success. However, for a child to be motivated to learn and expand their competencies, several conditions must be met. First and foremost, the child must be intrigued by what they are learning and see the purpose in what they are being offered, and they should not be forced into it. Boredom and coercion are the biggest enemies of learning, as known to anyone who has gone through the grind of traditional education. Feeling safe and nurtured, having a warm relationship with the teacher-guide, is also crucial. It should be noted that in a Montessori preschool or school, the child has access to many aids, materials, and books that encourage exploration of various areas of knowledge. The teacher may suggest the type of work for the day, but they cannot impose it; rather, they observe the child and present something that should engage and captivate them and for which they are ready. Based on the experience of Montessori teachers, children usually choose activities that allow them to grow in line with their current stage of development. For example, during the sensitive period for symbols, a child often selects materials related to letters and numbers. Encouraging them at that time to develop other competencies would be ineffective and detrimental. It is much better to wait for the next phase of interests. Additionally, it is important to remember that what we sometimes perceive as “non-educational” play (swinging, running, daydreaming, playing with sand and water, role-playing, cooking, riding various vehicles, etc.) is, in fact, crucial for learning and developing competencies that are necessary for children to eventually acquire more academic skills (such as writing or reading) that parents often prioritize. In Montessori settings, children have the opportunity to freely choose their activities, but they are not left alone. The teacher suggests, opens new horizons, engages them in work, and tries to intrigue them, setting various scientific traps. However, the child’s choices are limited by the organization of space and classroom equipment (e.g., the absence of electronic gadgets but the presence of slides or climbing walls) and the available props (Montessori materials, art supplies, kinetic sand, etc.). Let’s remember that children learn the most and most effectively while playing. They do it effortlessly and are not aware that this process can be tedious and boring. It is best for them to remain unaware of it for as long as possible.
Children work at their own pace but are not left alone. The teacher observes the students and presents activities that allow them to build upon new skills based on those they have already acquired. The teacher strives to provide challenges that are neither too easy (to avoid boredom) nor too difficult (to prevent discouragement).
Montessori preschools and schools teach the skills and knowledge covered in conventional education, usually in a much broader scope. They delve deeper into subjects, employing empirical methods and emphasizing independent work. There is no traditional division into subjects; instead, an integrated approach is presented. For example, during lessons about Africa, children learn about geography, history, art, traditions, climate, and languages of the continent. Lessons about pyramids naturally lead to exploring various shapes and their mathematical properties. This approach reveals connections between different phenomena and fields of knowledge, allowing children to delve deeply into a particular subject and satisfy their curiosity.
We employ a highly individualized approach where children follow their own educational path. Yes, we have a general program: each year, it has a different main theme (such as Human, Continents, Cosmos, Civilizations). It serves as inspiration but does not limit teachers. The program helps us plan our work better, synchronize Polish and English teaching, and organize the yearly plan.
In the Polish education system, the use of traditional numerical grading (1-6) is not allowed not only in preschool education but also in the early years of primary school (grades 1-3). However, due to the force of habit or unfortunately, parental pressure, teachers often start using alternative systems (sun symbols, hearts, black paws, or letters A, B, C, D). In preschools, this often takes the form of boards with marks awarded for “good” or “bad” behavior. It would take a particularly unaware child not to realize how such supposedly friendly “marks” translate into an assessment of their person. Grades, like any systems of rewards and punishments, have a short-term and superficial impact on children’s efforts or achievements.
The Montessori approach strongly emphasizes intrinsic motivation in children’s learning, which does not require artificial incentives. A child driven primarily by their own curiosity about the world, rather than the need for approval from the teacher or fear of punishment, will likely be more self-sufficient and independent. Their self-esteem should not excessively depend on the recognition expressed by others, which may save them from much suffering. Montessori teachers diligently observe children and their progress. They always willingly share their insights and observations with parents regarding their children’s strengths and inform them about what they are working on together.
One of the great advantages of the Montessori approach, with its mixed-age groups encompassing children of different skill levels, is that each child can develop at their own pace without the need to conform to a predetermined standard. Gifted children, driven by their strengths and interests to seek greater intellectual challenges, do not have to lose contact with the group. The same applies to children who require more time and support; they can develop at their own pace without the pressure to “catch up” with the rest. It is worth mentioning that from the perspective of Montessori pedagogy, all children are gifted in their own way.