Preschool Room - Philosophy

Welcome to the Preschool

We would like to take this opportunity to welcome you to the Preschool. To assist you in a smooth transition into our classroom, this pamphlet has been prepared to introduce you and your child to this new environment. Within the pages of this booklet, you will find descriptions of our philosophy, program and routines, as well as general information.

Arrivals and Departures

Please be sure to sign in your child each morning and out each afternoon. Our sign-in sheet will be used in the event of a fire as an attendance list so, please be sure your child is represented appropriately. If your child is expected to be absent or late, please indicate so on the sign-in sheet, or telephone us by 9:00am to let us know. Please make sure your child goes to the bathroom in the morning when s/he arrives.

Communicating with Your Child's Teacher

Montessori Education Questions and Answers


The Montessori system of education is both a philosophy of child growth and a rationale for guiding such growth. It is based on the child’s developmental needs for freedom with limits and a carefully prepared environment that guarantees exposure to materials and experiences that develop intelligence, as well as physical and psychological abilities.

The Montessori system takes full advantage of a child’s self-motivation and unique ability to develop his/her own capabilities. Adults expose the child to materials but the child directs his/her responses and makes his/her own selections. Key premises of Montessori education are:


Dr. Maria Montessori was the first woman to graduate from the University of Rome Medical School. 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. Later, she traveled all over the world lecturing about her discoveries and founding schools. She published approximately 15 volumes and numerous articles about education before her death in1952.

Her medical background led Montessori to approach education not as a philosopher or educator in the usual sense, but rather as a scientist. She viewed the classroom as a laboratory for observing children and testing and re-testing the validity of ideas and practices for aiding them in their development. This open-minded attitude and respect for the child are the fundamentals of Montessori education.


The Montessori approach is used successfully with children aged 2½ to 18 whose abilities range from gifted to developmentally delayed or otherwise disabled. Its individualized approach to education works well where children of many backgrounds are grouped together. It is also appropriate for classes in which the student-teacher ratio is high because children learn at an early age to work independently.


The goal of both Montessori and traditional preschools is the same. They each provide learning experiences for the child. The biggest differences lie in the kind of learning experiences each school provides and the methods the school uses to accomplish this goal.

Montessori educators believe these differences are important because the help shape how a child learns, the child’s work habits and the child’s future attitudes toward himself/herself and the world around him/her.

Emphasizes cognitive & social developmentEmphasizes social development
Teacher has unobtrusive role in classroomTeacher is center of classroom as “controller�?
Environment & method encourage self-disciplineTeacher acts as primary enforcer of discipline
Provides mainly individual instructionProvides group & individual instruction
Provides mixed age groupingsProvides same age groupings
Children teach & help one anotherMost teaching is done by teacher
Child chooses own workCurriculum is structured for child
Child discovers own concepts by self-teaching materialsChild is guided to concepts by teacher
Child works as long as he/she wishes on chosen projectChild generally is allotted specific time for work
Child sets own learning paceInstruction pace is set by group
Child spots own errors from feedback of materialIf work is corrected, errors are usually pointed out by teacher
Child reinforces own learning by repetition & internal feelings of successLearning is reinforced externally by repetition & rewards
Provides multisensory materials for physical developmentProvides fewer materials for sensory exploration
Provides organized program for learning care of self & environment (polishing shoes, cleaning sink)Provides less emphasis on self-care instruction
Child can work where he/she chooses, moving around while not disturbing others; group work is voluntaryChild is usually assigned own chair; encouraged to participate, sit still and listen during group lessons
Provides organized program for parents to understand Montessori and participate in learning processProvides for voluntary parent involvement