Montessori education dates back to 1907, when Maria Montessori opened the Casa dei Bambini, or Children’s House, in a low-income district of Rome. Her unique philosophy sparked the interest of educators worldwide, and in the following decades Montessori schools opened throughout Europe, in North and South America, and, finally, on every continent but Antarctica.
Countless books and articles about Montessori have been published in nearly every language. Dr. Montessori first described her approach in Il Metodo della Pedagogia Scientifica applicato all’educazione infantile nelle Case dei Bambini, published in 1909. The book’s English-language version, succinctly titled The Montessori Method, was a ringing success on both sides of the Atlantic.
In 1929, Dr. Montessori established the Association Montessori Internationale (AMI) to support the swell of Montessori schools, teacher education programs, and national organizations around the world.
In the United States, Montessori caught on quickly, propelled by prominent advocates and glowing media reports. But by the 1920s the movement had fizzled, and 40 years would go by before Montessori schools would return in substantial numbers.
The leader of the American revival was Nancy McCormick Rambusch, a vibrant, persuasive educator intent on bringing about change. In 1960 Dr. Rambusch launched the American Montessori Society, the first—and still the largest—of several modern-era organizations supporting Montessori in America.
The Montessori materials and lessons are categorized under five areas, which are all interrelated to help children achieve maximum success.
These lessons help children develop independence, focus, concentration and self-control.
Language is incorporated in all areas of our curriculum. Language lessons include spoken language, written expression and reading.
Art, music, nature study, history, science and geography are all integrated in the primary curriculum.
Sensorial materials teaches children to classify and sort sensory impressions relating to color, size, touch, smell, etc.
The math exercises helps prepare a conceptual understanding for later work in algebra and geometry.
Maria Montessori was an Italian physician, educator, and innovator, acclaimed for her educational method that builds on the way children naturally learn.
She opened the first Montessori school—the Casa dei Bambini, or Children’s House—in Rome on January 6, 1907. Subsequently, she traveled the world and wrote extensively about her approach to education, attracting many devotees. There are now more than 22,000 Montessori schools in at least 110 countries worldwide.
Maria Montessori was born on August 31, 1870, in the provincial town of Chiaravalle, Italy. Her father was a financial manager for a state-run industry. Her mother was raised in a family that prized education. She was well-schooled and an avid reader—unusual for Italian women of that time. The same thirst for knowledge took root in young Maria, and she immersed herself in many fields of study before creating the educational method that bears her name.
Beginning in her early childhood years, Maria grew up in Rome, a paradise of libraries, museums, and fine schools.
Maria was a sterling student, confident, ambitious, and unwilling to be limited by traditional expectations for women. At age 13, she entered an all-boys technical institute to prepare for a career in engineering.
In time, however, she changed her mind, deciding to become a doctor instead. She applied to the University of Rome’s medical program, but was rejected. Maria took additional courses to better prepare her for entrance to the medical school and persevered. With great effort she gained admittance, opening the door a bit wider for future women in the field.
When she graduated from medical school in 1896, she was among Italy’s first female physicians.
Maria’s early medical practice focused on psychiatry. She also developed an interest in education, attending classes on pedagogy and immersing herself in educational theory. Her studies led her to observe, and call into question, the prevailing methods of teaching children with intellectual and developmental disabilities.
The opportunity to improve on these methods came in 1900, when she was appointed co-director of a new training institute for special education teachers. Maria approached the task scientifically, carefully observing and experimenting to learn which teaching methods worked best. Many of the children made unexpected gains, and the program was proclaimed a success.
In 1907 Maria accepted a new challenge to open a childcare center in a poor inner-city district. This became the first Casa dei Bambini, a quality learning environment for young children. The youngsters were unruly at first, but soon showed great interest in working with puzzles, learning to prepare meals, and manipulating materials that held lessons in math. She observed how they absorbed knowledge from their surroundings, essentially teaching themselves.
Utilizing scientific observation and experience gained from her earlier work with young children, Maria designed learning materials and a classroom environment that fostered the children’s natural desire to learn. News of the school’s success soon spread through Italy and by 1910 Montessori schools were acclaimed worldwide.
In the years following, and for the rest of her life, Maria dedicated herself to advancing her child-centered approach to education. She lectured widely, wrote articles and books, and developed a program to prepare teachers in the Montessori Method. Through her efforts and the work of her followers, Montessori education was adopted worldwide.
As a public figure, Maria also campaigned vigorously on behalf of women’s rights. She wrote and spoke frequently on the need for greater opportunities for women, and was recognized in Italy and beyond as a leading feminist voice.
Maria Montessori pursued her ideals in turbulent times. Living through war and political upheaval inspired her to add peace education to the Montessori curriculum. But she could do little to avoid being ensnared in world events. Traveling in India in 1940 when hostilities between Italy and Great Britain broke out, she was forced to live in exile for the remainder of the war. There she took the opportunity to train teachers in her method.
At war’s end, she returned to Europe, spending her final years in Amsterdam. She died peacefully, in a friend’s garden, on May 6, 1952.
Thank you so much for your wonderful teaching methods. Varish really loves your class and also likes his friends. He learned lot of words. We are proud of him. Thanks a lot Mrs. G.
Thank you Ms. D for your efforts with Chantal. You’re the best.
It is amazing to watch Jax grow, learn and advance. Mrs. G has a special gift and we are grateful. Jax had the opportunity to work with her. Thanks!
I am seeming myself the changes that AJ personality of sharing helping working as a team. Very pleased with the improvement.
He is improved tremendously. I hope this will continued this whole year. Thanks again for shaping his career.
Thank you very much for your hard work to achieve Hemish’s, his excellence & Improving his knowledge & wisdom.
The teachers are doing very good job, because I’ve seen a big improvement in my son’s and that tells the greatest jobs the teachers are doing. Thanks to the teachers and I really appreciate it a lot.
Ansh is making progress learning new things. Please focus on his writing. Keep continue the great work. I am happy with his progress.
Both my children have had a wonderful time at Inclusive Montessori. My daughter has learned so much and really developed a love of learning. When it was time to transition to elementary school, she was sad to leave her teachers and friends, but well prepared for the transition. My son is in the baby room and while the babies are still too young to receive the traditional montessori education, he is in a caring and nurturing environment. He loves his teachers and the other kids and is always happy to come to school. I would recommend inclusive montessori to anyone looking for an affordable montessori education.
When we first moved in the area we were in search of a daycare for our two daughters. We had tried one in the area, but was not too pleased with the results. And so, with great reluctance we had decided to enroll them in Inclusive Montessori. However, after meeting with the director we felt more comfortable with the environment we were putting the girls in. As days becomes months, the progress we saw from our oldest daughter was like day and night. She’s learning so much, I can honestly say those teachers are amazing. My biggest shocker, I came from work one night to find my 3 years old daughter with a little booklet they had made in school of the continents and she was showing and naming them all. That’s just one of the many examples of things I’ve been impressed with.
If you want a great learning experience for your child or children, Inclusive Montessori is definitely a very good school for that.
My son Gabriel was born in December in 2013. He started attending Inclusive Montessori in the infant room in July of 2014 when he was 6 months old. The staff has always greeted us with a smile in the morning. When I pick him up, I get a report on his day. They will let me know if he liked or disliked his food, how much he drank and if I need to supply more. If Gabriel ever drips any milk on his clothes, they always have him changed into clean dry clothes. He always gets a good nap and interacts with the other babies and toddlers. Gabriel is always so happy to return to the school.
The staff is very professional and friendly, which I feel is important for the young children. Prior to sending Gabriel to Inclusive Montessori, I have Mrs. Haroon for several years. Since starting the school, she has been very involved in choosing the best staff, especially the infant room, and making sure the school is clean and all procedures are followed. I would not hesitate to trust her and the staff to watch my children.
It is my extreme pleasure to be writing this letter on your behalf. My son Shakis has been at Inclusive Montessori since 2005 at that time he was age 2yrs old he is now 9yrs. When my son was a toddler he under went surgery on his ears for hearing. Lubna understood my son’s condition and cared for him properly. It is not easy caring for a child who can not hear especially when they are a baby. I later found out my son had autism in conjunction with his hearing loss.
My son loves and adores Lubna he always wants to see her and he is treated like family. I am very particular on who I trust with my son being as though he is special need. I trust Lubna completely 100% with my son, I know when he is with her he will be fine. In fact she is the only person outside immediate family who I will allow to watch him. If ever anyone is looking for childcare and lives in the Princeton area I highly recommend her School. Her facility is warm and loving your child will be comfortable setting and have playmates. Her assistants are well qualified mirror’s Lubna’s personality. My son and I are blessed to have her in our lives and if anyone wants to talk to me direct ask Lubna and she will contact me.
My daughter came here when she was 10 months. I left her on the 2nds day upon my arrival to the US. I have never worried about her when I”m in the office. She feels more happy to go to school as her second home. She learnt a lot and this school is beyond “Daycare” term. It was a wonderful journey of 2 years and we are extremely satisfied. Making my daughter move to a new school due to our office transfer but we will miss this school, staff, and her friends very much. This is the ideal place for a kid to learn, and enjoy their day. This brings the ideal happiness for working parents as there is no tears when going to school.