What Is Montessori?

Montessori is both an educational philosophy and a vision of childhood. Montessorians recognize the power of each child and respect individual patterns of growth. At WTM, the physical surroundings, the learning methods, and the ways in which students interact with one another are choreographed to create an environment in which children can discover their unique relationship to the world.

We believe independent choice and authentic interest are key elements in learning. With each learning activity based on the needs and interests of the children, they develop independence and the ability to make good choices early on. It is through their own work in our specially prepared environments that children develop self-discipline and self-teaching abilities that will last a lifetime.

Montessorians believe that children learn by doing and are lovers of purposeful work, spontaneously chosen and carried out with profound joy. Montessori education also attends to the total development of the child - social, emotional, intellectual, physical and spiritual. We understand these spheres of a child's personality and intellect must be integrated and balanced through the child's activities.

The Montessori Method is education as an aid to life: every unique life. This scientific approach is dependent upon the individual, as we are all born with constructive qualities to fully become the people we are meant to be.

Five general areas of study include Practical Life, Sensorial, Math, Language/Music, and Cultural Studies that encompass geography, science, and art.

The Montessori Method

Upon entering the children’s house, your child will begin a three-year cycle.

First Year

The first year is one of discovery and development of self-discipline. It is a time for the child to experience freedom through thoughtfully applied boundaries. She is introduced to the structured environment through individual presentations of materials (or works) which are attractively displayed. The young child is deeply intrigued by the structure of the environment and materials. Rather than feeling small and confused, s/he begins to feel a sense of connection to the physical environment. The middle and older children tend to nurture and protect these younger children as they have a deep sympathy and understanding for them. They remember how it felt to be little and just learning how to “move and be” in the casa (children’s house).

Second Year

The second year, or “middle child,” continues work with greater depth, understanding, and passion. As confidence builds, this child is often engrossed in the minute details of all academic areas. Whether it is playing language games together, creating maps of the world/continents in geography, or “fetching” quantities using the golden bead material in math, the middle child is exercising grace and courtesy lessons by inviting these younger children to observe work that is in their future!

Third Year

The third year child experiences being the oldest and is admired by the community for accumulated wisdom and knowledge. A time of consolidation of all that has been previously learned, he continues to refine himself and establishes a deep understanding of the abstract. His previously concrete boundaries begin to thin as his new self emerges ready to transition into life beyond the casa (children’s house).