1. Respect for the child.
The child is the protagonist of his learning. The child chooses his own learning activities, according to his interest, level and style of learning. There is no pretension to create equal children: calm and passive children who spend hours sitting without attractive stimuli that capture their attention but we accept the uniqueness of the child and enhance their abilities to reach their maximum development.
2. Encourages independence.
We want our children to one day become functional adults and yet we spend the day paving the way for them and cleaning up the mess they leave behind. In this way, we will hardly succeed. When they begin to communicate and discover the world around them, it is the perfect time to give them their first responsibilities.
3. Multisensory work.
In the Montessori philosophy great importance is given to the hands. It is said that the hands are the prolongation of the brain, because through them we perceive the sensations that go directly to our structures. They are like the key to intelligence. That is why all areas are worked in a sensory way, manipulating and exploring materials.
4. It favors responsibility.
The child learns to work, learns the sense of respect for his own work and that of others. He learns the responsibility of taking care of the material he has chosen, he learns from the opportunity to use the material freely but within certain limits, he learns that actions have natural consequences that derive from the use of raw materials such as the fragility of the crystal or the sonority of the metal.
5. It is universal.
The methodology adapts to the child not the child to the method. Therefore, there are no curricular adaptations, there are no specific classrooms and there are no religion classes because it is a method that embraces any ethnicity or belief in its fullness.
6. It takes into account the needs and interests of the child.
The classroom changes as the child changes. The materials are different, the times are different, and the only clock that marks time is that of the child. The change of level is requested by the child, not the adult, and occurs at any time during the school year.
7. It is a philosophy of life.
To educate in Montessori is to educate in values, to educate in the present for the future. The family is a fundamental part of the process and is integrated into the school in a natural way. The school transmits to the parents the values of philosophy in order to unite the educational criteria and to receive in coherence the education of life.
8. A prepared environment for learning.
This refers to an environment that has been carefully organized for the child, designed to encourage self-learning and growth. It develops social, emotional, and intellectual aspects and responds to needs for order and security. The characteristics of this Prepared Environment allow the child to develop without the constant assistance and supervision of an adult. The design of these environments is based on the principles of simplicity, beauty and order.
9. The materials themselves.
María Montessori elaborated a specific didactic material that constitutes the fundamental axis for the development and implantation of her method. They are designed to capture the child’s curiosity, to guide him or her by the desire to learn. These didactic materials can be used individually or in groups. Another characteristic is that almost all the equipment is self-correcting, so that no task can be completed incorrectly without the child realizing it for himself.
10. Create happy, autonomous, critical and respectful children.
Educate in values in educating responsibly. A child who feels listened to, loved, integrated, accepted as he is, is a child capable of expressing his emotions, capable of questioning his thoughts while respecting differences and accepting what binds you to the other. To educate with Montessori is to educate for happiness. Is there perhaps a more important goal in life than to be happy?