Who is Maria Montessori?
Maria Montessori was, in many ways, ahead of her time. Born in the town of Chiaravalle, in the province of Ancona, Italy, on August 31, 1870, she became one of the first female physicians in Italy upon her graduation from medical school in 1896. Shortly afterwards, she was chosen to represent Italy at two different women's conferences, in Berlin in 1896 and in London in 1900.`
In her medical practice, her clinical observations led her to analyze how children learn, and she concluded that they build themselves from what they find in their environment. Shifting her focus from the body to the mind, she returned to the university in 1901, this time to study psychology and philosophy. In 1904, she was made a professor of anthropology at the University of Rome. Her desire to help children was so strong, however, that in 1906 she gave up both her university chair and her medical practice to work with a group of sixty young children of working parents in the San Lorenzo district of Rome. It was there that she founded, on January 6, 1907, the first Casa dei Bambini, or "Children's House." What ultimately became the Montessori method of education developed there, based upon Montessori's scientific observations of these children's almost effortless ability to absorb knowledge from their surroundings, as well as their tireless interest in manipulating materials. Every piece of equipment, every exercise, every method Montessori developed was based on what she observed children to do "naturally," by themselves, unassisted by adults. Children teach themselves. This simple but profound truth inspired Montessori's lifelong pursuit of educational reform, methodology, psychology, teaching, and teacher training--all based on her dedication to furthering the self-creating process of the child. Maria Montessori made her first visit to the United States in 1913, the same year that Alexander Graham Bell and his wife Mabel founded the Montessori Educational Association at their Washington, DC, home. Among her other strong American supporters were Thomas Edison and Helen Keller. In 1915, she attracted world attention with her "glass house" schoolroom exhibit at the Panama-Pacific International Exhibition in San Francisco. On this second U.S. visit, she also conducted a teacher training course and addressed the annual conventions of both the National Education Association and the International Kindergarten Union. The committee that brought her to San Francisco included Margaret Wilson, the daughter of U.S. President Woodrow Wilson. The Spanish government invited her to open a research institute in 1917. In 1919, she began a series of teacher training courses in London. In 1922, she was appointed a government inspector of schools in her native Italy, but because of her opposition to Mussolini's fascism, she was forced to leave Italy in 1934. She traveled to Barcelona, Spain, and was rescued there by a British cruiser in 1936, during the Spanish Civil War. She opened the Montessori Training Centre in Laren, Netherlands, in 1938, and founded a series of teacher training courses in India in 1939. In 1940, when India entered World War II, she and her son, Mario Montessori, were interned as enemy aliens, but she was still permitted to conduct training courses. Later, she founded the Montessori Center in London (1947). She was nominated for the Nobel Peace Prize three times--in 1949, 1950, and 1951. Maria Montessori died in Noordwijk, Holland, on May 6, 1952. |
To educate children to their full human potentialOur school is a dynamic community of active learners with children, parents, teachers and community members sharing in the learning process. Our programs cultivate motivation, self-discipline and the love of learning in children; qualities that will serve children well throughout their lives. Our efforts are focused to foster the development of children who are:
Key Montessori Principles at Walden GreenChild-Centered Learning: The focus of activity at Walden Green is on children learning, not teachers teaching.
Hands-On Learning: Direct contact with real objects of study bring learning concepts to life and allow children to understand them more deeply. Intrinsic Motivation: Each child’s own internal motivation is fostered through freedom of choice and independent activities. Focus on Individual Development: Children progress at a personal pace and receive individual attention from teachers as they move through each area of learning. Cooperation and Collaboration: Children are encouraged to work in partnership with others and treat each with respect and kindness. Child as Spiritual Being: Walden Green Montessori recognizes each child as a full and complete and human being and celebrates the spirit within each child. Global Understanding: The curriculum at Walden Green Montessori is international in its heritage and focus, and consciously seeks to promote a global perspective. Service to Others: Community service initiatives within the classroom, school, and beyond help promote the ideas of stewardship and compassion. How does WGM prepare my child for the "real" world?Let’s start by defining the “real” world... At your job, is everyone the exact same age? Is everyone sitting at their desks, doing a similar thing at the same time? Are they doing tasks that require them to access knowledge, off the top of their heads, in a timed setting? OR... Do you have different people with different levels of experience working with you? Do you collaborate with your colleagues on projects? Do you need to be able to set up work, concentrate on it, keep it organized, and put it away? Do you have to be able to work independently, and work in a group? Do you need to try things and discover that they work or don’t work? Do you need to be able to problem solve? Communicate effectively? Montessori IS the REAL world.
What does a Walden Green graduate look like?Children at Walden Green Montessori will receive a holistic education that challenges them to reach towards their fullest human potential. Each student will partake in the process of becoming:
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21st Century Student & The Montessori Method
In a progressive world, we need progressive and integrated education. In educating the 21st Century Learner, we prepare children for the global experience. At Walden Green Montessori, children learn critical thinking skills, application of knowledge, analysis of information, comprehension of new ideas, communication, collaboration, problem solving, and decision making. All of these concepts and skills are blended with the core curriculum areas, expression of creativity, foreign language, technology, inquiry, and entrepreneurialism to give the children a diverse, demanding, and progressive education.
The 21st century has redefined the needs of education by its participation in a global economy in an ever-changing world. The educational system that was designed to fit a factory model and was designed to encourage conformity and compliance no longer fills the needs of the 21st century student. Students today need to be problem solvers, inquiry-based learners, creative and adaptive, self confident, high in executive functioning, technologically grounded, and skilled in research and solutions.
The Montessori approach has been the academic choice of the parents of many successful entrepreneurs; the benefactors of these educational experiences include the founders of Google, Larry Page and Sergey Brin; the founder of Amazon, Jeff Bezos; the founder of Wikipedia, Jimmy Wales; American chef, and author, Julia Child, just to name a few. Montessori education allows children to develop their strengths and to become confident learners in whatever field or career they decide to pursue. By becoming grounded in a method of education that celebrates independence and individuality, Montessori students become successful adults and lifelong learners.
The curriculum integration of academic subject areas at Walden Green Montessori complement the development of children into 21st century world citizens. Teachers foster and build the skills of inquiry and research so that children become inspired to learn because they have access to the answers of their own questions. This empowerment is what offers momentum to learning at Walden Green. Coupled with inquiry and research are freedom and exploration. The students have freedom with limits which allows them to explore ideas and concepts that are truly interesting to them uniquely.
History and Values of the Montessori Method:
Maria Montessori was a great humanitarian, physician, educator, and philosopher. Her works from over a century ago have inspired millions of educators worldwide to establish holistic and logical learning environments where children are empowered to embrace their intellectual capabilities, independence, autonomy, individuality, and interdependence with respect, dignity, and grace. She believed that the focus of education is revealed by the needs of the child and that this process, founded in observation, will bring the child to the discovery of education in a positive and powerful way that remains a part of the child for his or her lifetime.
The Montessori Method thrives in thousands of schools worldwide. While each school has its unique variations, all Montessori-based schools share the following core values that permeate its community:
Excerpts of this document are from The Authentic American Montessori School: A Guide to the Self-Study, Evaluation, and Accreditation of American Montessori Schools Committed to Montessori Education by Dr. Nancy Rambush and Dr. John Stoops.
The 21st century has redefined the needs of education by its participation in a global economy in an ever-changing world. The educational system that was designed to fit a factory model and was designed to encourage conformity and compliance no longer fills the needs of the 21st century student. Students today need to be problem solvers, inquiry-based learners, creative and adaptive, self confident, high in executive functioning, technologically grounded, and skilled in research and solutions.
The Montessori approach has been the academic choice of the parents of many successful entrepreneurs; the benefactors of these educational experiences include the founders of Google, Larry Page and Sergey Brin; the founder of Amazon, Jeff Bezos; the founder of Wikipedia, Jimmy Wales; American chef, and author, Julia Child, just to name a few. Montessori education allows children to develop their strengths and to become confident learners in whatever field or career they decide to pursue. By becoming grounded in a method of education that celebrates independence and individuality, Montessori students become successful adults and lifelong learners.
The curriculum integration of academic subject areas at Walden Green Montessori complement the development of children into 21st century world citizens. Teachers foster and build the skills of inquiry and research so that children become inspired to learn because they have access to the answers of their own questions. This empowerment is what offers momentum to learning at Walden Green. Coupled with inquiry and research are freedom and exploration. The students have freedom with limits which allows them to explore ideas and concepts that are truly interesting to them uniquely.
History and Values of the Montessori Method:
Maria Montessori was a great humanitarian, physician, educator, and philosopher. Her works from over a century ago have inspired millions of educators worldwide to establish holistic and logical learning environments where children are empowered to embrace their intellectual capabilities, independence, autonomy, individuality, and interdependence with respect, dignity, and grace. She believed that the focus of education is revealed by the needs of the child and that this process, founded in observation, will bring the child to the discovery of education in a positive and powerful way that remains a part of the child for his or her lifetime.
The Montessori Method thrives in thousands of schools worldwide. While each school has its unique variations, all Montessori-based schools share the following core values that permeate its community:
- Children are motivated and succeed when their learning activities incorporate movement and opportunities for independence.
- Children become self-disciplined when empowered to choose learning activities designed for specific developmental and learning needs.
- Each classroom strives to be a respectful community of multi-age learners.
- Classrooms and other areas on campus are learning environments prepared with curriculum and materials.
- Teachers are educated and trained Montessori teachers.
- Parents understand and support the purposes of the school; they are partners.
Excerpts of this document are from The Authentic American Montessori School: A Guide to the Self-Study, Evaluation, and Accreditation of American Montessori Schools Committed to Montessori Education by Dr. Nancy Rambush and Dr. John Stoops.
Planes of Development & Multi-Age Classrooms
Dr. Montessori created the four planes of development after extensive research and observation of the development of children. She concluded that development does not occur in a steady ascent, but instead in a series of formative planes.
The four planes of development are divided into Infancy, Childhood, Adolescence, and Adulthood (Maturity). Each of the four planes of development is marked with specific characteristics as well as certain needs and sensitivities. Such characteristics, needs, and sensitivities differ greatly from one plane to the next; each establishes the basis for the curriculum and approach at each level at Walden Green Montessori.
Dr. Montessori’s extensive research and observation of the planes of development necessitated an educational approach that facilitates an extended educational time frame where children learn based on the time lines of their own development. A Montessori education is sequential and meant to be experienced over a multi-aged learning environment.
Math and language lessons are taught individually and in small groups with careful consideration to sequencing, age appropriateness of content, and needs of the child. Our history, science, and cultural lessons are taught over the course of a two to three year curriculum. While core lessons are taught every year; further discovery, and exploration of concepts are divided among several years so significant inquiry and depth can be achieved.
The beauty of the Montessori classroom comes through strongly because of the inclusion of multiple ages in one environment. Classrooms have an age span of two to three years. This creates a community of students who posses beginning, developing, and proficient skills of all concepts being taught. Because of the social nature of children, they naturally want to share their insights and experiences with each other. When allowed to share work time together, children impart knowledge to each other in a way that adults cannot. This is because the relationships, mode of teaching, and conversations are among peers.
Children at Walden Green are grouped in mixed ages and abilities; Children’s House (K-1st), Lower Elementary (2nd-3rd), Upper Elementary (4th-5th), and Capstone Program (6th-8th). By fostering learning in a multi-age classroom, children are empowered to teach and guide each other, learn collaboratively, and work to their particular abilities and interest levels.
“The child’s progress does not depend only on his age, but also on being free to look about him. Our schools are alive. To understand what the older ones are doing fills the little ones with enthusiasm. The older ones will be happy to teach what they know.”
~ Maria Montessori, The Absorbent Mind, p. 207
The four planes of development are divided into Infancy, Childhood, Adolescence, and Adulthood (Maturity). Each of the four planes of development is marked with specific characteristics as well as certain needs and sensitivities. Such characteristics, needs, and sensitivities differ greatly from one plane to the next; each establishes the basis for the curriculum and approach at each level at Walden Green Montessori.
Dr. Montessori’s extensive research and observation of the planes of development necessitated an educational approach that facilitates an extended educational time frame where children learn based on the time lines of their own development. A Montessori education is sequential and meant to be experienced over a multi-aged learning environment.
Math and language lessons are taught individually and in small groups with careful consideration to sequencing, age appropriateness of content, and needs of the child. Our history, science, and cultural lessons are taught over the course of a two to three year curriculum. While core lessons are taught every year; further discovery, and exploration of concepts are divided among several years so significant inquiry and depth can be achieved.
The beauty of the Montessori classroom comes through strongly because of the inclusion of multiple ages in one environment. Classrooms have an age span of two to three years. This creates a community of students who posses beginning, developing, and proficient skills of all concepts being taught. Because of the social nature of children, they naturally want to share their insights and experiences with each other. When allowed to share work time together, children impart knowledge to each other in a way that adults cannot. This is because the relationships, mode of teaching, and conversations are among peers.
Children at Walden Green are grouped in mixed ages and abilities; Children’s House (K-1st), Lower Elementary (2nd-3rd), Upper Elementary (4th-5th), and Capstone Program (6th-8th). By fostering learning in a multi-age classroom, children are empowered to teach and guide each other, learn collaboratively, and work to their particular abilities and interest levels.
“The child’s progress does not depend only on his age, but also on being free to look about him. Our schools are alive. To understand what the older ones are doing fills the little ones with enthusiasm. The older ones will be happy to teach what they know.”
~ Maria Montessori, The Absorbent Mind, p. 207
Grace & Courtesy, The Work Cycle, Spiral Curriculum
A very important aspect of life in a Montessori school is the education of the social being in addition to the education of the intellect. This is what makes a difference for so many families and children who attend our school. At Walden Green Montessori, we share a common belief that learning how to navigate ourselves emotionally and socially is a priceless life skill. It begins in our earliest ages as the Grace and Courtesy Curriculum. Children learn simple but essential life skills that are required in the social world: shaking hands, greeting a friend or visitor, preparing a meal, writing thank you notes, and voicing peacefully a hurt feeling or perceived event of injustice.
As our children grow and move to more advanced levels within our school, the expectation and education of the interpersonal being advances as well. Children learn to listen, to validate other’s feelings, and to accurately name and express emotions; they learn self-awareness and self-control. To be emotionally intelligent requires that people look outside of their personal needs in a sensible and empathetic way. We work for students to measure the feelings of others not necessarily based on how they want to be treated, but on how others want to be treated.
An uninterrupted work cycle is a key attribute of the Montessori curriculum and philosophy. At every program level, the classroom schedule is organized in a way that provides at least one uninterrupted work time every day.The teachers/guides are mindful to plan related arts activities and events during a time frame that does not detract from the success of the children’s work time. The exact length of the work cycle varies based on the age and developmental needs of the children at each program level.
The purpose of a long, uninterrupted work cycle is to provide children the opportunity to choose work freely, complete tasks, and become fully engaged and engrossed in their exploration. During the work cycle, children work individually and in small groups on self-selected materials. The work cycle also provides an opportunity for classroom teachers/guides to work with children and give lessons and guidance individually. Adults and children alike respect concentration and meaningful exploration and do not interrupt another who is engaged in productive work. The typical work cycle begins around 9:00 AM.
The comprehensive Montessori Curriculum is arranged in a spiral plane. This model is a central axis of disciplines wrapped by a spiraling plane that expands outward and to a deeper degree into each concentration as the children advance in age. The center of the spiral holds the basic universal information related to the curricular areas, and moving to the outer edges, becomes a more comprehensive study each time it is revisited by the teacher and the children.
As our children grow and move to more advanced levels within our school, the expectation and education of the interpersonal being advances as well. Children learn to listen, to validate other’s feelings, and to accurately name and express emotions; they learn self-awareness and self-control. To be emotionally intelligent requires that people look outside of their personal needs in a sensible and empathetic way. We work for students to measure the feelings of others not necessarily based on how they want to be treated, but on how others want to be treated.
An uninterrupted work cycle is a key attribute of the Montessori curriculum and philosophy. At every program level, the classroom schedule is organized in a way that provides at least one uninterrupted work time every day.The teachers/guides are mindful to plan related arts activities and events during a time frame that does not detract from the success of the children’s work time. The exact length of the work cycle varies based on the age and developmental needs of the children at each program level.
The purpose of a long, uninterrupted work cycle is to provide children the opportunity to choose work freely, complete tasks, and become fully engaged and engrossed in their exploration. During the work cycle, children work individually and in small groups on self-selected materials. The work cycle also provides an opportunity for classroom teachers/guides to work with children and give lessons and guidance individually. Adults and children alike respect concentration and meaningful exploration and do not interrupt another who is engaged in productive work. The typical work cycle begins around 9:00 AM.
The comprehensive Montessori Curriculum is arranged in a spiral plane. This model is a central axis of disciplines wrapped by a spiraling plane that expands outward and to a deeper degree into each concentration as the children advance in age. The center of the spiral holds the basic universal information related to the curricular areas, and moving to the outer edges, becomes a more comprehensive study each time it is revisited by the teacher and the children.
