Maria Montessori was born on August 31, 1870 in Chiaravalle, Italy. She became the

first woman medical doctor in Italy. Early in her career, she worked with children who

were considered “mentally deficient” and had great success. Influenced by the work

of Seguin and Itard in France, Montessori designed materials and techniques which

allowed the children to work in areas previously considered beyond their capacity.

Montessori’s great triumph came when these children took state examination along

with normal children. Her “defectives” passed the exam. Montessori concluded that if these

children could be brought to the same academic level as normal children, something must

be drastically wrong with the system of education.

Her training as a scientist allowed her to observe children with an eye to recognizing their intrinsic needs.

In an era where children were still to be "seen and not heard",  Montessori was well ahead of her time.

In 1907,  Montessori opened the first Casa de  Bambini (Children's House), in the slums of San Lorenzo.

Children there were vandalizing the tenements while their parents were at work . . .  and Maria was hired

to put a stop to this.  It was a chance she gladly took,  in order to have a free hand in the education of

these "normal" children.  In this environment, children were introduced to activities and then allowed to

choose to participate or not.  Montessori observed the children closely and further designed a series of

hands-on materials that developmentally "hit the spot".  Her observations led her to theories of how children

learn best.  Most of her "discoveries" are well-accepted in early childhood education today.  Montessori

found that children had a remarkable,  almost effortless ability to absorb knowledge from their surroundings.

Children teach themselves!  This simple and profound truth inspired Montessori's lifelong pursuit of education

reform,  curriculum development,  methodology,  psychology,  teaching,  and teacher training  -  all based

on her dedication to further the self-creating process of the child.

Some of Montessori's tenets:

Respect for the Child:  Children are different from adults and each other;  each one of us is unique and

deserves respect.

• The "Absorbent Mind":  The first six years of life are immensely important in terms of learning.  During this

period children have extraordinary abilities to learn almost effortlessly;  they "absorb" information from

their environment,  whatever that environment might be.

• The "Prepared Environment":  Children learn best and become confident individuals in an environment

(home or school) where appropriate activities are available,  where they can choose their own activities,

and where they can progress at their own pace using self-correcting materials.  Montessori tells us to

"follow the child".

• Purposeful Work:  Through meaningful activities designed so children can succeed,  children create themselves.

The child,  in essence,  is asking us to "Help me do it by myself".

• The Human Potential:  Education begins at birth. . .  and never ends.  If children's developmental needs are

met, children will be able to maximize their potentials, whatever they may be.  Montessori extended this premise

to the world as a whole,  where fulfilled and well-balanced adults would begin to behave better towards each

other,  leading eventually to a world at peace.

Montessori dedicated her life to the children of the world and the field of education.  Her influence was great.

Today,  Montessori schools can be found worldwide.  Montessori was nominated for the Nobel Peace prize

in 1949, 1950,  and 1951.  A scientist,  educator,  humanitarian,  and philosopher,  she was also a visionary.

Maria Montessori died in 1952 in Noordwijk,  The Netherlands.