Theory of Learning

Every child has an inherent urge to learn, to master those things which surround them. The prepared environment is an important aspect of

Montessori. Its purpose is to provide the best possible conditions for the development of the child for whom it is provided in the Montessori environment. In the Montessori environment learning:

  • Is functional and transferable to other situations
  • Is dynamic and involves the whole personality
  • Requires a social context due to the social nature of the learner
  • Is motivated primarily from within
  • Is not dependent upon external rewards or punishments

The central issue in a Montessori perception of learning is the child’s natural work cycle; to learn how to learn, and to create themselves or gain mastery over a particular concept or content.

The Work Cycle

Pink Tower (2004)

One of the characteristics of the young child is the ability to work for long periods of time in concentrated activity. For this to occur there needs to be a minimum of three hours of unbroken time. The work cycle develops in the following manner:

  • The child chooses a relatively simple task for a short time as if to reestablish feelings of competency
  • The next activity chosen is generally more difficult and lasts longer
  • This is often followed by a
    period of “false fatigue”
  • Left to experience the restlessness of this fatigue, the child then settles into the most difficult work choice of the cycle, and it is during this period concentration is deepest and skill and knowledge acquisition is greatest.

At the end of the work cycle children appear to be refreshed and relaxed.

Stamp Game (2015)

The Three-Year Cycle
It is the school’s policy to enroll children based upon the three-year cycle. This recognizes the developmental stages of the child as established by Dr. Montessori.

Individual Education Plan:

Our school has been offering what is essentially an IEP for each and every child since its conception.

This is because an IEP is not just for children with special educational needs and should not be limited to this scope. It provides individualized goals and more importantly the means to achieve such goals.

Our AMI trained teachers have a full understanding of where each child is intellectually, physically, emotionally, and socially and are able to provide learning opportunities at every child’s own pace.

This style of educating continues throughout the Kindergarten and Elementary programs.