Montessori Quote






Common Questions about Montessori

























Kids writing at NPCH

























NPCH school


















Montessori Geography

Who was Maria Montessori?

Born in Italy in 1870, Montessori was an anthropologist, pioneer educator, and the first woman to receive a medical degree in Italy.  She graduated from the University of Rome and opened her first Montessori school, Casa dei Bambini (A Children’s House), in Rome over 100 years ago in 1907. Montessori based her educational ideas on her observation of children in diverse cultures who she found learned best in a homelike setting. She discovered universal principles of human behavior in all cultures around the world, which earned her worldwide acclaim with a year. Five years later, she brought her message to the US.  She made it her life’s work to transform adult beliefs about children and their education, authoring 25 books based on her method. Maria Montessori was twice nominated for the Nobel Peace Prize for her work with children.  The American Montessori Society was formed out of her teachings in 1960.

What makes Montessori different from traditional schools?

Montessori classrooms are bright, inviting, multi-age learning communities. In this child centered learning environment, children develop a meaningful degree of independence and self-discipline. Students learn to take pride in doing things carefully for themselves. They freely move about and enjoy independently chosen work. The role of the Montessori teacher is that of a guide and observer.  The teacher prepares an enticing learning environment. The teacher works with small groups of children and acts as the link between the child and the environment by removing obstacles, including stimulating objects, and demonstrating the apparatus.

The beautiful Montessori materials are used by the children to investigate and discover concepts. Children are able to manipulate and explore concrete learning apparatus as often as needed to reach understanding. These materials stimulate the child’s logical thought and discovery.

Is Montessori right for my child?

Montessori educational methods work with all kinds of learners: visual, auditory and kinesthetic. Individual developmental rates and types of intelligence are recognized and respected. The student who will be most successful in the Montessori classroom will possess:

• Self motivation and self discipline
• Love of learning and broad interests
• Ability to work independently and complete a task
• Intrinsic motivation

Will my child transition easily into a traditional classroom?

In our experience, both personally and professionally, children make the transition to a traditional classroom with ease.

What is Peace Education?

Dr. Montessori proposed that we could ensure world peace by producing children who are independent, secure, and at peace with themselves. She wanted to create a peaceful world by enabling each child to become the person he was meant to become.  She powerfully advocated peace in Europe and focused on children as the future world leaders.  In the Montessori classroom community, cooperation rather than competition is encouraged. There is an attitude of respect for self, others, and the environment that is modeled by the teacher. Children learn the skills of peacemaking and practice conflict resolutions skills.

What distinguishes an NPCH graduate from a child who has attended traditional pre-K through Kindergarten programs?

Montessori children are unusually adaptable. They have learned to work independently and in groups. Since they've been encouraged to make decisions from an early age, these children are problem-solvers who can make choices and manage their time well.  Research has shown that the best predictor of future success is a sense of self-esteem. Montessori programs, based on self-directed, non-competitive activities, help children develop good self-images and the confidence to face challenges and change with optimism.


What is the academic focus for each year at NPCH?

Each year spent at NPCH yields incremental development for success in the following year, while offering fresh challenges every step of the way for every child:

Year I:  In the first year of schooling at NPCH, the child learns basic environmental rules and focuses a great deal of energy and effort in the Practical Life and Sensorial areas of the school, the foundation for later academic work.  The child gains self-control, concentration, coordination, determination and order through the process of mastering Practical Life and Sensorial skills. Older children in the school help the younger children, and the younger children emulate the older children and learning from their example.

Year II:  With a growing skill set, the child moves on to the second year, which is the most social of the three years in our school.  Here she focuses on learning numbers to 100, blending sounds and beginning to form words.  She writes with finer skill through the work of metal insets and the beginning of the exploration of geography.

Year III: The Year of the Kindergartener:  The third year, however, is the most important.  It allows the child to lead, teach, and wrap up his years of growth.  It is now that he feels empowered to become the leader he has been imagining himself as becoming during the prior two years.

Are there any famous people who were Montessori educated?

Yes, there are a number of famous people who attended Montessori schools including:

  • Jacqueline Kennedy
  • Julia Child
  • Jeff Bezos ( founder)
  • Anne Frank
  • Princes William & Harry of Great Britain
  • Gabriel Garcia Marquez (acclaimed novelist)
  • Sergey Brin & Larry Page (co-founders of
  • T. Berry Brazelton (pediatrician & author)
  • Sean “P. Diddy” Combs
  • Peter Drucker (management guru)

Could you please provide a comparison between a Montessori Education
 and a Traditional Education?


Montessori Traditional
Emphasis on cognitive and social development Emphasis on social development
Teacher has unobtrusive role in classroom Teacher is center of classroom as "controller"
Environment and method encourage self-discipline Teacher acts as primary enforcer of discipline
Mainly individual instruction Group and individual instruction
Mixed age grouping Same age grouping
Grouping encourages children to teach and help each other Most teaching done by teacher
Child chooses own work Curriculum structured for child
Child discovers own concepts from self-teaching materials Child is guided to concepts by teacher
Child works as long as he wishes on chosen project Child generally allotted specific time for work
Child sets own learning pace Instruction pace usually set by group norm
Child spots own errors from feedback of material If work is corrected, errors usually pointed out by teacher
Child reinforces own learning by repetition of work and internal feelings of success Learning is reinforced externally by repetition and rewards
Multi-sensory materials for physical exploration Fewer materials for sensory development
Organized program for learning care of self and environment (polishing shoes, cleaning the sink, etc.) Less emphasis on self-care instruction
Child can work where he chooses, move around and talk at will (yet not disturb work of others); group work is voluntary Child usually assigned own chair; encouraged to participate, sit still and listen during group sessions
Organized program for parents to understand the Montessori philosophy and participate in the learning process Voluntary parent involvement


Source: American Montessori Society, North American Montessori Teachers' Association.