One basic idea of the Montessori philosophy is that carried, unseen within each child, is the person the child will become. To develop to the fullest physical, spiritual, and intellectual potential, the child must have freedom achieved through order and self-discipline.

To a child, the world is full of sights and sounds that appear chaotic. From this chaos, the child gradually creates order and learns to distinguish among the impressions that assail the senses, thus slowly gaining mastery of self and the environment.

Dr. Maria Montessori created what she called the “prepared environment.” Among its features is an ordered arrangement of sequential learning materials, designed to be developmentally appropriate and aesthetically appealing. Used in the noncompetitive Montessori classroom, the materials allow each child to develop at her own individual rate. “Never let the child risk failure until he has a reasonable chance of success,” said Dr. Montessori, understanding the need to acquire basic skills before participating in a competitive learning situation.

The years between three and six are not only the prime time for laying an academic foundation, but most importantly the years when a child learns the ground rules of human behavior most easily. These are the years to help a child in preparing to take her place in society through the acquisition of good habits and manners. Dr. Montessori recognized that self-motivation is the only valid impulse to learning.

A child moves himself toward learning. The teacher prepares the environment, offers activities, functions as a reference person and exemplar, and observes the child constantly in order to help the process of “learning how to learn.” But it is the child who learns, motivated through the work itself, to persist in a chosen task. The Montessori child is free to learn because of having slowly acquired an inner discipline from exposure to both physical and mental order. This is the core of the philosophy.

Habits of concentration, perseverance and thoroughness established in the early years will produce a confident and competent learner in later years. Montessori introduces the child to the joy of learning at an early age and provides a framework in which individual and social discipline go hand in hand.

Freedom
the child is free to develop the potential within him
he is free to learn, explore, to discover
he is free to be creative
the child has the freedom of choice
the child has the freedom to develop his individual interests

Understanding
the needs of the child must be met
a basic understanding of the problems of childhood is necessary
respect the individuality and ability of the child and promote it
the experience of success before failure
the teacher must understand herself if she is to discover the child

Indirect Teaching
create external order to facilitate internal order
she must be open, flexible and sensitive to the child; by following the child she will become more creative
She must reinforce only that behavior which she approves of
She must accept self before she will be able to create independence in the child
Protector of the rights of the child:

1. to work undisturbed
2. to have freedom of movement
3. right to your attention
4. right to orientation
5. right to independence
6. right to development

Didactic Materials
easily accessible to the child
conviction that a didactic environment is essential to the development of the child
multi-sensory approach to concept learning with the isolation of one sense at a time
from the concrete to abstract, progression of the materials
the materials include the sensory, mathematics, language, science and music

Prepared Environment
structured to meet the needs of the child
orderly, neat, clean and beautiful
the room should be child-size in architecture and materials
access to the outdoors
liberty within limits
simplicity, cheerful atmosphere and bright
supply the needs of the child

Sensitive or Critical Period
Critical periods exist in behavioral development during which a wide range of stimuli is effective in altering development. As an embryological development, behavior development is characterized by critical periods during which crucial maturation processes can be adversely affected by a wide range of abnormal stimuli. If we don't capture these periods of development there is an arrestment of growth with some.