Maria Montessori observed and worked with young children for many years. She developed a program that gave the teachers information about the materials and methods that she felt worked with children. Of the many ideas Maria Montessori developed in her work with young children, the following five Montessori concepts are among the most important because together they affect every aspect of a Montessori childcare program.
Montessori believed that from birth to six years is the time of the absorbent mind. This is when a child’s mind is like a sponge soaking up information. She developed her Montessori concepts and theory about the absorbent mind through many years of observing and working with young children. According to Montessori, during the first three years of life, most children move from the unconscious absorbent mind, where the child is attracted to everything, to the conscious absorbent mind where the child focuses on and chooses a specific object or task. Most infants and toddlers are in the unconscious absorbent mind stage where they wander and move quickly from one thing to another and they pay attention to everything all at once. By 24 or 30 months some children show signs of developing the conscious absorbent mind, especially when they are exposed to an environment that allows them to concentrate.
In order to help children develop the conscious absorbent mind, the Montessori environment is designed to minimize things that may overstimulate and distract them. The Montessori prepared environment aims to provide calm, neutral and quiet background that supports learning. In addition, the Montessori directresses (teachers) constantly give the child formal and informal opportunities to learn and focus. Informally, the child absorbs part or all of every action the caregiver performs during the day. The directress therefore acts as consciously as possible to model the actions and behavior she wants. Formally the directress observes the child and their interests closely. Special materials and activities are ready to present to the child when she/he is most likely to be drawn to them.
Dr. Maria Montessori believed that there are certain times during the child’s physical and cognitive development where she/he would learn more quickly and easily if given opportunity and the correct guidance. These certain times are called “sensitive periods”.
The Montessori concepts takes a child centered approach where the caregivers act as guides for the student in the direction she/he wants to take. However, the Montessori approach does not depend only on a child’s readiness and willingness to learn. One unique characteristic of the program is that caregivers present lessons in specific short tasks or activities. These tasks and activities are geared to a child’s specific interests, needs and abilities.
An important part of the Montessori directress work is to stay informed about each student’s unique skills and abilities. This is accomplished by making and recording observations of the students on daily basis. Another important part of the directress work is to ensure that the learning materials the children need are always ready and available. Only with such observation, planning and preparation can the caregivers have materials and activities ready to meet each student’s sensitive periods when she/he is especially ready to learn something. It may take many repetitions for the child to absorb the activity. However, because the child is already interested in the material, with every repetition she/he will develop more of the skills involved.
The Montessori principals strongly encourage parents to incorporate Montessori concepts, activities and techniques at home. This helps enhance the physical and cognitive development according to the sensitive periods.
Dr. Maria Montessori observed that children develop confidence and learn best in calm and beautify. Everything is chosen for its ability to engage a child’s interest and help her/him develop. Everything in the classroom environment is designed to meet calm, beauty, security, order and materials and activities designed for learning. The Montessori environment is not designed to stimulate children with color, sound and movement. It is designed to give the children space and time to concentrate and learn. Walls are painted in neutral colors and few items are put on display at any one time. For example, an activity cabinet holds just two items per shelf. In addition, all the shelves are at the child’s level so that the materials and activities are easily approachable by the students.
The Montessori concepts apply careful preparation to the physical environment, as well as the people and experiences within the program. Caregivers strive to model the behaviour they want the children to emulate. This is accomplished by treating others with respect, speaking in calm, quiet voices, and returning materials to their proper places so that they know where to find them the next time they want to use them.
Montessori found that if given the opportunity, children would learn quickly to correct themselves rather than depend on adults to correct them. According to her Montessori concepts approach, making mistakes is a normal and important part of children’s learning. Developing self-correction or control of error helps students develop confidence in their decisions and abilities. Self-correction also gives them the chance to practice and develop their fine and gross motor skills. Motor skills involve not only the body movement but also the ability to control the movement. Children develop this skill best when they have many opportunities for repetition and practice.
The Montessori program is designed to give children as many opportunities as possible to learn control of error. Instead of the control being applied by the caregivers through instructions, control of error is built into the design and materials of the Montessori environment. The child size furniture in the Montessori classroom is light enough that the children can move it without adult assistance. It is also light enough that it can be knocked over unless the child takes care to control her/his movements. In addition, the environment contains items that the children have to learn to handle carefully to avoid damage or breakage.
Montessori believed that learning practical life skills was one of the best ways for young children to practice and develop their fine and gross motor skills, develop confidence in their abilities, develop independence, and learn to get along with others. Practical life skills include such things as cleaning and caring for the environment and preparing food.
Children are given opportunities to learn and practice practical life skills. Involving them in the care and maintenance of the environment makes the Montessori program different from most others. Practicing fine motor skills forms the basis for later writing and cognitive skills. One of the most important skills developed through fine motor activities is the pincer grasp. The thumb and for fingers motion so important for picking up and manipulating small objects and for counting and sorting. In addition, using pincer grasp involves not just fine motor skills but the ability to focus visually and mentally.
The Montessori concepts offer carefully chosen games and materials. Some of the activities the children are engaged in include: polishing mirrors, slicing fruits, sorting objects, sweeping floors, washing tables, pouring beverages, sorting utensils and setting tables. In the process, the children participate in creating order and beauty in their environment. They develop and practice motor and other skills and have the chance to experience themselves as independent, competent beings.
Learn more about the Montessori curriculum or contact us for a tour.
Great Minds ECC Team
If you have a child heading toward Nursery or Foundation Stage in Dubai, you may have already seen the news: the Knowledge and Human Development Authority (KHDA) has updated the age cut-off date used to place children in FS1 and FS2, starting with the 2026-27 academic year.
Discover how our Montessori nursery in Dubai helps young children build communication, social skills, and independence through everyday interactions.
The parent’s guide to moving with children Before the move: setting the foundation Children pick up far more from how their parents feel than from what their parents say — especially before age five, when emotion carries more weight than information. If you’re tense, they’ll attach that tension to the move. If you can hold space for excitement and honesty, they’ll learn to do the same. A few things to keep in mind: Include them in the conversation, at every age. Even babies benefit from being spoken to as part of the family’s plans. The level of detail changes with age, but the principle doesn’t: the more children understand what’s happening, the safer they tend to feel. Be realistic, not aspirational. It’s tempting to promise that everything will be bigger, better, happier in the new home. But children remember promises, and you can’t guarantee how they’ll feel. Saying “we’re going to be so happy there” sets up a standard that may not match reality. Instead, try: “I’m going to miss this house and everything we did here, and I’m also looking forward to new experiences in the next one.” That acknowledges loss without adding anxiety. Don’t minimise what’s being left behind. A child’s home or room is their safe space. Treating that lightly, even with the best intentions, can make the transition harder. Show them what’s coming. Visit the new home if possible, or share photos if not. The more concrete it feels, the less frightening it becomes. Pack the things and beings that hold them steady. A favourite blanket, a familiar toy, the mobile from above the crib. These aren’t just things; they’re anchors of safety in a season of change. Where you can, involve your child in choosing what comes with them, it gives them a small but meaningful sense of control. Pets are also a part of the support system. If they can come, bring them. If they can’t, make sure to give your child time & space to say goodbye properly. During the move: what reassurance actually looks like Moving day is rarely calm. Routines break, energy is high, and parents are often running on adrenaline. Here’s what helps children feel held through it. Make space for goodbyes, sentiment and all. Saying goodbye to the room, the house, the people, this is sentimental, and that’s exactly why it matters. It’s how children process change. Let them choose what travels with them. A small bag of items they pick themselves can make a long journey feel less like a loss. A favourite stuffed animal, a book they love, a pillowcase that smells like home. Familiar pieces of their world that remind them, even in unfamiliar surroundings, that some things stay the same. Watch for changes, but don’t panic. Unusual behaviour, lethargy, and even minor physical symptoms can show up during disruption. This isn’t necessarily a red flag, it’s a signal to slow down, ask gentle questions, and offer extra closeness. An extra hug, an extra few minutes of attention, an extra bit of quiet time together can all help. Pay attention to the meaning behind the question. Children often communicate what they need indirectly. A logistical-sounding question may carry an emotional one underneath. One example: a child moving from their rented apartment to a new purchased home in the same area asked, “Why can’t we just buy this apartment instead?” On the surface, a practical question. Underneath, a clear message: I want to stay where I feel safe. Open questions deserve open answers. Regulate your own emotions, again. Worth repeating from the section before, because it’s possibly the single most important thing a parent can do during a move. Your child’s nervous system is reading yours. The calmer you can be, even when you’re working at it, the more reassurance your child receives. After the move: the season most people underestimate The boxes are unpacked. The new chapter is just beginning, and the gentlest part of the work often starts here. Let routines find their shape. Predictability is what helps children feel safe in new surroundings, but routines don’t need to fall into place overnight. Small consistencies help, mealtimes, bedtime stories, a regular weekend walk. Over time, these small repetitions become the foundation of feeling at home. Involve them in shaping the new space. Choosing furniture, deciding where things go, picking out their room. These small choices help your child feel the new home is theirs too, not just somewhere they’ve been brought to. Keep the old connections close, especially at first. This isn’t about replacing the old support system with a new one, both can coexist. In the early weeks, more frequent video calls with friends and family from the old home can ease the transition. As your child begins to settle, that contact will naturally find a gentler rhythm. Don’t force happiness. A nicer home doesn’t erase what was left behind. Both feelings can exist at once, and both deserve acknowledgement. Recreate anchors of familiarity. Continuity in small things helps make change in big things easier. If your child had a regular activity, a sport, a class, anything that gave their week structure, try to find something similar in the new place. The same applies to parents: your own stability and continuity are part of what helps your child settle. When parents feel grounded, children feel it. Adjustment takes the time it takes. There’s no fixed timeline. Some children adjust within weeks, others take many months, some longer. It depends on the family, the child, the type of move, and dozens of variables that are different in every household. The most helpful thing a parent can do is meet the situation as it is, rather than measure it against an expected pace. Let go of the phrase “kids adjust easily.” Some do. Many don’t. Saying it out loud can lead to skipping over parts of the process children actually need to feel. When you invite your child to share their feelings, return the openness.