The Montessori Method can be applied universally. The major elements of the Montessori Method include:

It is based on observations of the nature of the child.


It reveals the small child as a lover of work, both of the intellect and of mastery of the body, spontaneously chosen and carried out with profound joy.

Through his or her work, the child shows spontaneous discipline. This discipline originates within each child and is not imposed from without. This discipline is real, as contrasted with the artificial discipline of rewards and punishments prevalent under other methods.


It provides suitable occupations based on the vital urges of the child at each stage of development. Each stage is successfully mastered before the next is attained.

It offers the child a maximum spontaneity in choice of physical and mental activity. Nevertheless, the child reaches the same or higher levels of scholastic attainment as under traditional systems.


Each child works at his or her own pace. The quick are not held back, nor are the slow pressured. There is much opportunity for group work, and the children spontaneously offer help with work they have mastered to those children who have not.

It enables the trained adult to guide each child individually in each subject according to his or her own individual requirements.


It allows the child to grow in biological independence by respecting each child’s needs and removing the undue influence of adults. It allows the child a large measure of liberty based on respect for the rights of others. This liberty is not permissive license, but forms the basis of real discipline.

It does away with competition as a major motivation for learning. It presents endless opportunities for mutual work and help–which is joyfully given and gratefully received.


The child works from his own free choice. This choice is preceded by knowledge and is thus a real choice.

The Montessori method develops the whole personality of the child, not merely his intellectual faculties but also his powers and deliberation, initiative and independent choice, with their emotional complements. By living as a free member of a real social community, the child is trained in those fundamental social qualities that form the basis of good citizenship.