Dr. Montessori

The Montessori Method was developed by Dr. Maria Montessori, an Italian Medical Physician and Educator. She was born in Chiaravalle, Italy in 1870, and was the first female physician in Italy when she graduated Medical School in 1896. During her clinical practices, she observed and analyzed how children develop and learn. She worked with undeserved children, children who were considered ‘unteachable’. Dr. Montessori found that with engaging, hand-on materials, the children were eager to learn and understand. She saw children’s ability to absorb knowledge from their environments, as well as their tireless interest in manipulation materials. Dr. Montessori was able to produce every piece of equipment, lesson, and exercise which has been formulated based on her observation and what the child is able to do themselves without the assistance of an adult. She believed that education should be about uncovering the children’s “unique potential”. 

The Montessori Method emphasizes independence, respect for the child and freedom within limits. The children teach themselves. Dr. Montessori dedicated herself to furthering the self-creating process of the child. She was nominated for the Nobel Peace Prize three separate times. Today her work is carried through the Association Montessori Internationale (AMI). It was founded by Dr. Montessori in 1929.

Today, there are over 5,000 private and approximately 200 public Montessori schools in the US alone.

Montessori Philosophy

Dr. Montessori believed that the goal of the educational process was to cultivate a child’s natural desire to learn.

“And so we discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment.” –Maria Montessori

The teacher is responsible for the classroom environment and guides the activity of the classroom, but it is within the child to learn. Dr. Montessori observed that children are motivated through the work itself and learn best by doing, rather than by being filled with facts. Concentration, determination, and purpose is established in early childhood which leads to confident, successful learning later in life. The Montessori Method is not an alternative model of education, it is a completely different way of learning and teaching, which will help the children for success in this world. All of the Lead Teachers have completed extensive Montessori teacher training with either the American Montessori Society (AMS) or Association Montessori International (AMI) in addition to their bachelor’s or master’s degrees.

If you are interested in learning more about our educational approach–including the research that supports its philosophy–and how we can meet the educational needs of your child and your family. Contact us today to learn how we put the philosophy to work at Montessori Bilingual Academy of Rockledge.


Montessori Vs. Traditional Education


Montessori Myths

Kids in Montessori Classrooms do whatever they want.

The Montessori Method is designed to give the child freedom of choice but within limits. They may choose work to complete, but only if they have been shown the material.

Kids in Montessori Classroom never learn to do the necessary things that they don’t want to do. 

Each child must clean up after finishing working with the material. They must wait their turn, they must finish one activity before moving onto the next. They receive lessons from the guide and learn to obey. All are examples of things they may not feel like doing, but have to do. This combination of free choice and obedience helps them develop both initiative and discipline. 

Montessori discourages the imagination

Montessori Method uses hands-on materials which provides the child with a deeper foundation of imagination. 

Montessori education is not strong in math

The mathematical materials provide the kids with sensorial, concrete representations of mathematical realities, such as numbers, the relationships between sizes, binomial and trinomial patterns, geometric patterns, etc. When kids are still in the stage of the absorbent mind (0-6) they unconsciously absorb these realities by working with the material.

Montessori education is not balanced because the children just work in the areas they prefer

Children have a choice on which work they would like to do. However, each child receives each lesson. Every child will learn the basics in math and language, just as traditional school. The child is given the freedom to dive deeper into the areas of their interest and strengths.

Montessori does not prepare kids well for traditional schools

Through Montessori, the child learns self-discipline, obedience, work ethic, concentration, courtesy, social skills, and a love of learning. Study that suggests young Montessori students are well prepared for language and math, and show superior social skills and executive functioning. https://www.cbsnews.com/news/montessori-kids-academic-advantage/

Montessori is just a trend

Montessori was developed over 100 years ago, and has been successful all over the world. 

Credit: Jean Marie Kermode


“The goal of early childhood education should be to achieve the child’s own natural desire to learn.” -Maria Montessori



  • Montessori, Maria.  (1956). The Child in the Family.  Chicago: Henry Regnery.  Order Montessori-Pierson Publishing Company edition through NAMTA (North American Montessori Teachers Association). www.montessori-namta.org  Short essays about the child, the family, and the school
  • Montessori, Maria. (1949). The Absorbent Mind. Madras, India: Theosophical Publishing House. Order Montessori-Pierson Publishing Company edition through NANTA. U.S. edition can be ordered online through Amazon.com.    Discusses child development from birth to three and Montessori theory and method
  • Lillard, Paula P.; Jessen, Lynn L. (2003). Montessori from the Start. New York: Schocken. Order through NAMTA or Amazon.com.  How parents can help their children in the process of their formation
  • Lillard, Paula P. (1996). Montessori Today. New York: Random House. Order through NAMTA or Amazon.com.    Describes Montessori theory and contemporary American schools
  • Standing, E. M. (1957). Maria Montessori: Her Life and Work. London: Hollis and Carter. Order through NAMTA. Maria Montessori’s life, the development of Montessori education, theory, and the worldwide Montessori movement
  • Kramer, Rita. (1976). Maria Montessori: A Biography. New York: Putnam’s. Order online through Amazon.com
  • Montessori, Maria. (1936). The Secret of Childhood. New York: Frederick A. Stokes and Co. Order current Orient Longman edition through NAMTA. Observations and insights into the nature of the young child
  • Montessori, Maria. (1948). The Discovery of the Child. Madras, India: Theosophical Publishing House. Order Montessori-Pierson Publishing Company edition through NAMTA. U.S. edition can be ordered online through Amazon.com.    Dr. Montessori’s early writings about the child in the primary class.