Why Now?

The basic principle in the Montessori philosophy of education is that children carry within themselves to forms of genetic code with the qualities of the person they can or will become. Part of the code is physical—the color of their hair or eyes, their height, etc. But part of the plan, Dr. Montessori proposed, is a psychical plan—certain times when children develop a compulsion for a need or interest that they seek to discover in their environment. She called these times sensitive periods.

It is during these times that children will acquire skills more readily and thoroughly than at any other time in their lives. However, children are not consciously aware of, and therefore not capable of communicating, these needs. They are transitory, can never be regained and once realized, they disappear. Some of the sensitive periods found in three to six year olds include:

Montessori also believed that if a child’s environment does not contain what the child’s seeks, the child’s full potential would not be reached, and the child’s personality would be permanently be stunted.

Recently, research on optimal learning conditions has verified Dr. Montessori’s insights into the sensitive periods. When the classroom and teacher are child-centered, children will learn more, and with greater comprehension. When children are allowed to make choices, move about the classroom, and explore objects that demonstrate relationships, they will learn with deeper understanding.

Children at Midwest Montessori enjoy optimal learning conditions because of our beautifully prepared classroom environments and our knowledgeable teaching staff that are well trained in child development. When they recognize through observation that children are entering a sensitive period, they are able to guide them to the perfect activities to meet their inner needs.