The child seeks for independence by means of work; an independence of body and mind...We must clearly understand that when we give the child freedom and independence, we are giving freedom to a worker already braced for action, who cannot live without working and being active.

-Dr. Maria Montessori

Dr. Montessori discovered that children possess remarkable powers that, when unhindered, allow them to complete the arduous work of their own proper development. She observed that children are fiercely independent, profoundly sensitive and that they go through universal "sensitive periods" of development.

Dr. Montessori also observed that children are calm and happy when given freedom within reasonable limits set for purposeful discovery and movement in a logical, benevolent and orderly environment. Given these crucial insights into the child's nature, the adult’s role is clearly spelled out: one must benevolently direct the child's quest for independence.

How is this done? In a Montessori classroom, the child is enabled to discover concepts through logical didactic materials. In our child-led, "prepared" environment, the teacher’s motto is to "wait while observing." When the child is given freedom in this context it means freedom from unnecessary intervention while he or she is concentrating on their work. The Montessori child is enabled to discover concepts through didactic materials ingeniusly constructed to entice an inductive thinking process.

The wondrous result is “normalization”; self-discipline, independence, love of order and work, attachment to reality, joy of life, assertiveness, cleanliness, politeness, profound ability to concentrate, generosity, security, high self-esteem, and adaptability.