Montessori principles have emerged from observing children’s activity and monitoring teaching practice in Montessori learning environments for more than a century. In recent decades, a growing body of research has begun to support these principles as characteristic of quality teaching principles and as commonly accepted insights into current child development theories.
Montessori educators identify stages of physical, psychological, intellectual, and social development and prepare learning environments and curriculum content to meet those developmental stages.
Partnering these practices with observations and record keeping enable Montessori teachers to design lessons that meet the needs of individual children at any moment in time. The lessons are designed to match the readiness and interest of each child.