“A child’s work”, wrote Maria Montessori is to create the man he will become. An adult works to perfect his environment, but a child works to perfect himself. So Dr. Montessori developed an education that would aid the child in his work. The philosophy and educational foundation of Dulles Montessori School follows the teachings, research and materials of Dr Maria Montessori.

MISSION:

Children are our main focus and we seek the best for every child.

We acknowledge and celebrate the rich and diverse heritage and tradition of different cultures. We welcome parents to share their cultural diversity with our Montessori community.

MONTESSORI METHODOLOGY

Dr. Montessori (1870-1952), engineer, physician, and educator, developed an approach to education that would aid the child in his/ her development. The first Casa dei Bambini (Children’s House) opened in Rome on Jan 06th, 1907. Since then the Montessori Method, based on careful observation of and respect for the natural development of the child, has spread worldwide with Children Houses on every continent but Antarctica.

The Montessori methodology has been refined and adopted all over the world. A positive self image is strongly correlated with future success. A Montessori program is based on self directed, non-competitive activities that help the children to develop a strong self image, self discipline, independence as well as an enthusiasm for learning and the confidence to face future challenges optimistically. Since they are encouraged to make decisions from an early age, these children are problem solvers who make appropriate choices and manage their time well. The Montessori Method is based on the child’s tendencies to explore, be independent and make decisions, develop self-control, abstract ideas from experience, be creative and imaginative, repeat for internalization, concentrate, perfect and master concepts and ideas.

The environment is arranged according to subject area, and children are free to move around the room, and to work on a piece of material as long as needed. Children learn directly from the environment, other children, and from the teacher. All subjects are interwoven. At any given time all subjects-math, language, science, history, geography, art, music, etc. are being studied, at all levels. Children are exposed to amazing amounts of knowledge. Montessori classes are organized into groups representing a three-year age span. Within each group, there is constant interaction, problem solving, child-to-child teaching, and socialization. .

It is the role of the teacher to prepare and adapt the environment. The teacher links the child to the environment with well-planned lessons. The teacher works with children one-on-one, in small groups, and less frequently, in large group settings. A Montessori classroom feels very different from traditional classrooms. Rather than placing a teacher at the center, here you’ll find students directing their own activities and learning from one another. The Montessori teacher relies on her observations of the children to determine which new materials she will introduce to an individual or small group of children. From an early age, Montessori students develop the self-discipline to work alone, with peers, or with the entire class. Children in Montessori schools are often several years above grade level in their basic skills. Also, since the Montessori education is comprehensive, children are often exceptionally knowledgeable in a number of other areas as well. Children who have been educated using the Montessori method grow into complete learners who know how to learn and love learning.

THE MONTESSORI APPROACH

The Montessori approach recognizes that a child is more responsive to certain learning experiences at particular times during their sensitive periods.

Order and precision are the keys to spontaneous work in the school.”(Maria Montessori, The Absorbent Mind) The child needs to develop control over his/her body and his/her environment. Again, our classroom procedures and materials allow the child to establish this. The classroom is designed to fit the child, not the adult. The child in a Montessori environment is not only “allowed” to do activities that many adults consider beyond him/her, it is frequently his/her ‘responsibility” to do so. The teachers then can direct the child towards materials that will satisfy his/her developmental needs. The child establishes order in his /her mind and his/her learning habits when there is a specific time, location and meaning to everything in his/her environment. If we showed them exactly how to do something, this precision itself seems to hold their interest. To have a real purpose to which the action was directed, this was the first condition, but the exact way of doing it acted like a support which rendered the child stable in his efforts, and therefore brought him to make progress in his development.
“A child’s work,” Dr Maria Montessori wrote, is to create the man he will become. An adult works to perfect the environment, but a child works to perfect himself.” .Dr Montessori believed that the competition should be introduced only after the child has gained confidence in the use of basic skills. “Never let a child risk failure,” she wrote, “unless he has a reasonable chance of success”

Concentration is the first essential for the child’s development. It lays the whole basis for his character and social behavior. Praise, help or even a look may be enough to interrupt him, or destroy the activity it seems a strange thing to say but this can happen even if the child becomes merely aware of being watched. The teacher’s (and parent’s) skill in not interfering comes with practice, like everything else….they should not be helped unnecessarily, nor interrupted, once they have begun to do something intelligent. Our classroom procedures and materials encourage this behavior on the part of the children and adults.

Independence is also twofold in a Montessori environment. We want the child to be able to complete an activity on his/her own, and to choose his/her own activities that suit his/her developmental needs. In “The Child in the Family”, Dr Montessori said, “Any child who is self sufficient, who can tie his own shoes, dress, or undress himself, reflects in his joy and sense of achievement the image of independence” community.

Mixed age grouping enables older children to be role models to the younger children and learn patience, nurturance and appreciation for other perspective through their experiences with other children and choose friendship based on common interest. Mixed age groups allows for much greater flexibility in curriculum design and meeting individual needs. Free of the traditional grouping by age, children in a Montessori classroom can work at what ever level is appropriate. The children learn from observing one another and can also demonstrate their mastery of an activity by giving a lesson to another child.

Classroom rules are based on respect for themselves, for others and for the environment. As children are treated with respect by the adults, they learn to treat themselves and others on kind. The freedom of movement found in the Montessori early childhood environment allows children the opportunity to learn to control their bodies in a defined space. To become independent, children must develop motor coordination and control.

“It is true we cannot make a genius.” Dr Montessori said. “We can only give each individual the chance to fulfill his potential to become an independent, secure and balanced human being.” That is the purpose of Dulles Montessori Children’s House.