The main purpose of a Montessori School is to provide a carefully planned, stimulating environment which will help toddlers, primary and elementary aged students alike develop within themselves an excellent foundation for creative learning.
The learning materials in a Montessori school have been designed to provide a wide variety of learning experiences geared to the developmental needs of students at each level. The programmed activities involving the handling, manipulating, and working with these materials prove to be intensely fascinating and absorbing for students. When engaged in well-structured tasks, students experience a deep inner satisfaction, which leaves them with an overall positive attitude toward everything connected with school. Hence, the specific goals for the students who attend the Montessori school will be:
1. Developing in each student a positive attitude toward school. Most of the learning activities are individualized; i.e., each student engages in that learning task which has a particular appeal for him because he finds the activities geared to his needs and level of readiness. Consequently, he works at his own rate, repeating the task as often as he likes, thus experiencing a series of successful achievements. In this manner, he builds up a positive attitude toward learning itself.
2. Helping each student develop self confidence. In the Montessori school, tasks are programmed so that each new step is built upon what the child has already mastered, thus removing the negative experience of frequent failure. Success after success builds on the inner confidence of the student, assuring him that he can learn by himself. These confidence-building activities likewise contribute to the student's sound emotional development.
3. Assisting each student in building a habit of concentration. Effective learning presupposes ability to listen carefully and attend to what is said or demonstrated. Through a series of absorbing experiences, the student forms habits of extended attention, thus increasing his ability to concentrate.
4. Fostering in the student an abiding curiosity. In a rapidly changing society, all of us will have to be students all of our lives. A deep, persistent, and abiding curiosity is a pre-requisite for creative learning. By providing the child with opportunities to discover qualities, dimensions, and relationships amidst a rich variety of stimulating learning situations, his natural desire to know is developed into a habit of being curious; an essential element in creative learning.
5. Developing habits of initiative and persistence. By surrounding the student with appealing materials and learning activities geared to his inner needs, he becomes accustomed to engaging in activities of his own. Gradually, this results in a habit of initiative; an essential quality in leadership. "Ground rules" call for completing a task once begun and for replacing materials after the task is accomplished. This "completion expectation" gradually results in a habit of persistence.
6. Fostering inner security and sense of order in the student. Through a well ordered, enriched and organized environment, the student's need for order and security is intensely satisfied. This is noticed in the calming effect the environment has on the students. Since every item in the Montessori classroom has a place and the ground rules call for everything being in its place, the students' inner need for order is keenly satisfied. Gradually, the well-ordered environment develops a "sense of order" and an inner security basic to fostering sound emotional development.
