Dr. Montessori initially developed her educational approach while working with preschool-aged children, but she gradually applied her knowledge and observations to children and adolescents of all ages in Europe and the United States. and now there are Montessori elementary schools, middle schools, and high schools in Poland as well.
After completing their education in the Montessori system, Google's founders were admitted directly to top American universities.
Advantages of the Montessori system – an emphasis on independent learning, intrinsic motivation, an environment conducive to learning and exploration, challenging educational materials, and a supportive, non-competitive school community – these work well at every stage of education, as children learn to become responsible global citizens.
We warmly encourage you to continue your child’s education in the Montessori system, but we also want to reassure you: yes, children will have no trouble adjusting to a conventional school after attending a Montessori preschool. Please just choose—if possible—a friendly and good school so that the children don’t get too bored in their early years. We now have a vast selection of schools with different approaches; let’s use this to the benefit of the children we’ve cared for with all our hearts throughout their preschool journey.
Montessori preschools do not group children by age. This stems from the belief that being with children who are slightly older and slightly younger—rather than only with peers—is beneficial for children’s emotional and social development. Children can learn a lot from older peers, and they can serve as a support and guide for younger ones. Age segregation is a rather artificial and new concept; both within families and in natural human communities, children spend time with adults and children of various ages, drawing on their knowledge and skills, and receiving and giving support.
Montessori groups typically consist of 20 to 26 children, as the specific nature of working with children in this system effectively prevents the noise and chaos typical of conventional preschools, which after a while tires even the most resilient children and hinders concentration. At our preschool, we prioritize individual interaction with teachers, which is possible with groups of 20–25 children and three adults, supported by support staff, administration, and specialists who are present at the facility throughout the day. Teachers are not distracted by the need to perform additional duties, and they have dedicated time within their work schedule set aside for preparing for work and completing the necessary documentation.
In a Montessori preschool, silence and mutual respect for each other’s boundaries—both among children and adults—are quite important. Here, we avoid the chaos and noise often associated with preschools and schools. Maria Montessori claimed that children love silence, and there is a lot of truth to this if one observes children with a bit more careful attention. In Montessori settings, most children quickly become engrossed in the activities they’ve chosen and don’t feel the need to burn off energy through running, making noise, shouting, or aggression. They’re focused and absorbed in their work. We also set aside time and space for physical play—which is essential for children. A child can switch to physical activities at any time if they feel the need to do so.
Toys: colorful, overloaded with decorations, visually overwhelming, musical, glowing, and buzzing—these are exhausting for both children and adults, which is why we don’t carry them. Toys with strictly defined functions limit children’s imagination and creativity. Montessori materials are divided into categories, carefully designed, well-thought-out, and made mostly from natural, healthy materials. They can be used in many ways, becoming increasingly advanced as the child develops, which is why they don’t get boring for a long time. Depending on the child’s skill level and current interests, they learn to use them in various ways.
The children in our preschool also have access to a variety of materials that support sensory development and are a lot of fun (kinetic sand, all kinds of art supplies, sensory putty, etc.).
Yes, we welcome parents who wish to fulfill their five-year-olds’ “preschool requirement” in this way. We provide support and assistance with temporary childcare, invite children to select classes and special events, and guarantee a stress-free assessment of progress and school readiness in accordance with legal requirements.
A child's brain is an incredible machine for exploring the world and adapting to it
and learning new things. The drive for knowledge is hardwired into our DNA. If this weren’t the case, our species would not have achieved such staggering evolutionary success. However, for a child to want to learn and expand their skills, several conditions must be met. First and foremost, a child must be intrigued by what they are learning and see the value in doing what is proposed to them; they must not be forced into it. Boredom and coercion are the greatest enemies of learning, as anyone who has gone through the grind of so-called traditional education knows. A sense of security and warmth, as well as a cordial relationship with the teacher-guide, is also extremely important. It is important to remember that in a Montessori preschool or school, the child has access to many aids, materials, and books that encourage exploration of various areas of knowledge. The teacher may suggest a type of activity for the day, but cannot impose it: rather, they observe the child and offer something that should engage them and for which they are ready. The experience of Montessori teachers shows that children usually choose activities that allow them to grow in a direction consistent with their current stage of development. For example, during the sensitive period for symbols, a child very often chooses materials related to letters and numbers. Encouraging them to develop other skills at this time would be both ineffective and harmful. It is much better to wait for the next phase of interests.
It is also important to remember that what we sometimes view as ‚non-educational’ play (swinging, running, gazing into the distance, playing with sand and water, role-playing, cooking, riding various vehicles, etc.) is, in fact, a very important form of learning and skill development that is essential for a child to eventually develop typical academic skills (such as writing or reading)—skills that parents usually care so much about.
In Montessori schools, children have the opportunity to freely choose their activities, but they are not left to their own devices. The teacher offers suggestions, opens up new horizons, engages them in work, tries to intrigue them, and sets various learning challenges for the child. The child’s choices are also limited by the very organization of the space and the classroom setup (e.g., no electronic gadgets, but the presence of a slide or a climbing wall) and the available materials (Montessori materials, art supplies, kinetic sand, etc.).
Let’s remember that children learn the most and most effectively when they’re playing. They do so effortlessly and aren’t aware that the process can be tedious and boring. It’s best if they don’t find that out for as long as possible.
The children work at their own pace, but they are not left to their own devices. The teacher observes the students and suggests activities that allow them to build on new skills based on those they have already acquired. The teacher strives to set challenges that are neither too easy (so as not to bore them) nor too difficult (so as not to discourage them).
Montessori preschools and schools teach the skills and body of knowledge covered in conventional education, though typically in much greater depth, exploring topics more thoroughly, using hands-on methods, and emphasizing independent work. There is no traditional division into subjects; we take an integrated approach. For example, during lessons on Africa, children learn a great deal about the continent’s geography, history, art, traditions, climate, and languages, while lessons on pyramids naturally lead to exploring various geometric shapes and their mathematical properties. This approach highlights the connections between different phenomena and fields of knowledge and allows children to truly delve into a given topic and satisfy their curiosity.
We take a highly individualized approach, and the children follow an educational path that is right for them. Yes, we use a framework curriculum: each year it has a different theme (e.g., Humans, Continents, Space, Civilizations). It serves as inspiration, but not as a constraint for teachers. The curriculum allows us to plan our work more effectively, synchronize Polish and English instruction, and organize the school year.
In the Polish education system, the use of the traditional numerical grading system (1–6) is not permitted not only in preschool but also in early elementary school (grades 1–3). However, the force of habit among staff or, unfortunately, pressure from parents often leads teachers to start using alternative systems (sunflowers, hearts, black paws, or the letters a, b, c, d). In preschools, this often takes the form of boards with stickers earned for ‚good’ or ‚bad’ behavior. It would take an exceptionally slow child not to realize how these supposedly friendly ‚stickers’ translate into a judgment of their character. Grades, like all reward and punishment systems, have a short-lived and superficial impact on children’s efforts or achievements. The Montessori approach strongly emphasizes children’s intrinsic motivation to learn, which does not require artificial incentives. A child driven primarily by their own curiosity about the world, rather than the need to please a teacher or the fear of punishment, will likely be more self-reliant and independent. Their self-esteem in the future should not depend excessively on the recognition expressed by others, which may spare them much suffering. Montessori teachers, of course, closely observe the children and their progress. They are always happy to share their insights and observations with parents about the strengths of both the parents and the children, and to inform them about what they are working on with the children.
One of the great advantages of the Montessori approach, with its mixed-age groups that bring together children of varying skill levels, is that each child can develop at their own pace, without having to conform to a predefined model. Children whose strengths and interests lead them to seek greater intellectual challenges do not have to lose touch with the group as a result. The same applies to children who need more time and support: they can develop at their own pace, without pressure to ‚catch up’ with the rest. It is also worth noting that, from the perspective of Montessori pedagogy, all children are gifted—each in their own way.
