Dr. Maria Montessori founded the method in Italy in the early 1900s and her scientific approach to education was shaped around the individual needs of the child. Her goal was to develop the child and their whole personality through a system that is focused on spontaneous use of the human intellect.


—Our Philosophy

—Harwood Montessori uses the philosophy and teaching materials of the Montessori Method developed by Dr. Maria Montessori.  Our program emphasizes learning through all five senses, not just through listening, watching or reading. Children learn at their own pace and according to their own choice of activities from hundreds of possibilities. A child’s work at Harwood Montessori is an exciting process of discovery, leading to concentration, motivation, self-discipline and a love of learning. We foster the engagement and ongoing communication with parents to support the children-their overall development and well being.

—At Harwood Montessori, our number one priority is the health, safety and well-being of children.  We believe that children are competent, capable, curious, rich in potential individuals. Our program includes indoor, outdoor play as well as rest and quiet time into the day meeting individual needs of each child.

—We believe in the three primary principles – observation, individual liberty and preparation of the environment. We have designed an environment where children could freely choose from a number of developmentally appropriate activities.

—The method is focused on the role of childhood in the formation of adults; she is a formidable progenitor of so much of today’s thought concerning Early Childhood Education is considered integral to the development of the child. At the same time, it’s important to note that the philosophy is not restricted to only education.

—Harwood Montessori is committed to the development of the whole child by implementing curriculum and methodology based on the Montessori philosophy of education and human development, and by partnering with parents – children’s first teachers – in this endeavor.

—We are dedicated to providing an inspiring learning environment both indoor and outdoor which will foster independence, confidence and respect while guiding and nurturing each child’s individual development, while supporting positive and responsive interactions among the children, parents and staff.

—Independence: We will create a prepared environment where children can freely explore their natural sense of wonder and choose their own work with enthusiasm and interest encouraging children to interact and communicate in a positive way and support their ability to self-regulate.

—Confidence: We will empower the children with opportunities to discover their own pace and method of learning which best suits their individual needs.

Respect: We will provide an environment and guidance which will encourage the children’s development of kindness, courtesy and self-discipline.

—Principle Goals:

—To foster a life-long love of learning through fostering children’s exploration, play and inquiry across the curriculum, which demonstrates the interconnection of all life; and to foster the individual’s understanding of his/her role within the whole, through the development of individual potential.

—To structure hands-on learning environments which, while “making the match” w/child’ needs and interests, foster child-initiated inquiry/research and projects which develop understanding and appreciation of the world beyond the classroom.

—To support each child – through individualized instruction based on observation and understanding of learning styles and abilities – to become an independent, responsible, self-disciplined and self-motivated learner who works to potential and loves it!

—To engage families in the education of their children through – but not limited to – dialog, education in child development and Montessori/School practice, ongoing communication, community events, joint planning to address evolving needs and circumstance


—We Believe:

  • Children should have much more say in what they learn. In fact, they are capable of self-directed learning.

We view Children as being competent, capable, curious and rich in potential.

  • The teacher as observer facilitates better ways for the child to direct his or her own learning by (for example) providing child initiated/adult supported experiences with more material they are interested in. The development of the

teacher-student dynamic might be described as moving from “help me to help myself” to “help me to do it myself” and eventually “help me to think for myself.”

—Our Vision:

—Our vision is to consistently challenge, nurture, inspire and support each child’s individual growth and development within an effective, safe, enriched, beautiful and welcoming learning community that embodies the Montessori principles of respect for self, respect for others and respect for the environment.

—RESPECT FOR ONESELF IS…having a sense of self esteem, personal responsibility and autonomy developed from being a part of a consistent, loving, and empowering community.

—RESPECT FOR OTHERS IS…balancing personal goals with an awareness of the welfare of others and is developed through being a member of a community which emphasizes friendship and equality encompassing a celebration of differences and a responsibility for the common good.

—RESPECT FOR THE ENVIRONMENT IS…caring for our belongings and for the plants and the animals out of a love for them and a respect for ourselves as stewards of the Earth.

—School Responsibilities

—To provide a safe, nurturing, learning environment, with classroom communities well-furnished with Montessori materials.

—To provide a teaching staff educated in Montessori philosophy and methodology/ Early Childhood Education, appropriate to the age level they are teaching, with the commitment and ability to implement its core principles and to model peaceful, proactive behavior. All staff and volunteers will be responsible for reviewing the Program Statement annually and implement it on a daily basis.

—To partner with parents, understanding they are their child’s first and most important teachers. To do this as effectively as possible, school staff will

◦Appreciate the uniqueness of each child and family

◦Respect the cultural and personal differences of all community members

◦Facilitate ongoing communication with the home

◦Solicit solutions with parents and child to the greatest extent possible

◦Solicit needed and appropriate parent involvement in school and classroom activities

◦Provide continuing parent and staff development opportunities

◦All  Teaching Staff are expected to stay abreast of new methods through training.

◦Teacher & staff are periodically assessed for compliancy to all Policies & Procedures,  Behavior management, program statement implementation, with records maintained as per the Guidelines of the CCEYA..


—Parent Responsibilities

—To assure my child attends school regularly, and arrives at school calm and ready to learn by

—To follow the policies set forth in the “Parent Handbook” and to support staff recommendations

—To learn about my child’s education by attending parent-teacher conferences and by reading about Montessori education and asking questions

—To support my child’s learning by communicating regularly with school staff.

—To work pro-actively with the staff, and/or with my child, when there are problems; to model respect for all; to help my child resolve conflicts in a peaceful way.

—Last but not least, Harwood Montessori embodies a community of students, parents and staff who will work together to contribute and maintain a secure setting where lifelong learners are created and nourished.