Old black and white photo of young children playing in a classroom

A FEW FACTS ABOUT THE MONTESSORI APPROAC

The Nature of Children

Maria Montessori observed that children are inherently good, naturally caring to each other, and connected to the world around them, if allowed to develop freely. According to her observations, children have precise inner guides and the work of adults is to support them and create an environment, which will give them the opportunity to express their skills. The children’s spiritual nature, if supported correctly, can show adults the way to return to a more meaningful, holistic way of living.

Children Thrive on Order and Structure

Order is an important factor for children’s development. It defines the place of each object in relation to its environment and the exact position of the object. Order provides children a secure environment, and makes them feel safe because they know where and how things should be. In addition it builds up confidence and gives the opportunity to build on existing experiences. Order plays an important role in the Montessori classroom. Children develop their skills freely, by ensuring that everything has its place and there is easy access to it.

An organized classroom with shelves containing neatly stacked learning materials

Children Move Through Sensitive Periods

Dr. Montessori noticed that there were certain periods of particular sensitivity where children could learn specific skills at a higher rate. They included a sensitive period for order, refinement of the senses, language acquisition, walking and movement, small objects and involvement in social life. If left to follow this natural interest the child could achieve more than expected. It is the role of the Montessori teachers to identify these periods and provide children the freedom to follow their interests.

A child in a green shirt sitting at a table and learning about colors

Children Learn Through Their Senses

Dr. Montessori saw that children built on their physical experience of the world through their senses. She therefore designed interesting materials by taking each of the senses in turn and isolated certain aspects that could be easily explored by the children. She created the object with extreme care and she made them as beautiful and attractive as possible.

A teacher and young student exploring their senses with a sandbox and stick

Children Need Freedom

Maria Montessori saw freedom as the most important factor in allowing children to develop as spontaneous, creative individuals. She saw the role of education as providing environments in which children could be set free to follow their natural impulses to become the natural, dynamic learners they were designed to be.

Two young children playing in a ball pit

Children Absorb Their Culture

Dr. Montessori’s emphasis on children being allowed the freedom to work alone and to develop concentration did not mean that she underestimated the importance of social development. Instead because children were allowed to work in such freedom, they displayed love and care towards each other. Children literally absorbed the world around them. True discipline and harmony was something that came from within and not something that could be enforced.

Young students sitting in a circle with their hands raised to ask a teacher a question

Big Teachers

Maria Montessori called her teachers directresses because she felt that they sensitively guided, rather than controlled, the children’s activities. She considered that success lay in the ongoing nature of the teachers own personal development as well as on the sensitivity of the observations of individual children. She saw their role not so much to teach the children as to direct the natural energies that they saw emerging.

A teacher and two young students sitting at a table and learning through an activity with blocks

Little Teachers

Through observation, Maria Montessori realized that it was natural and very easy for the younger children to learn by watching and listening to the older children.

Two young children playing in an outdoor play house structure

Montessori Classroom

The Montessori classroom is divided in to five areas: The Sensorial, Practical Life, Language, Math, and Cultural Areas.

Sensorial

An organized shelf containing items for young children to learn about their senses

The sensorial cabinet includes materials which help children develop, broaden and refine their five senses (Sight, Hearing, Taste, Touch and Smell). These materials are specifically designed to help the child develop discrimination and order in their environment.

Practical Life

A shelf containing materials to teach young students practical life skills

The purpose of Practical Life is to help children gain control in the coordination of their movement, gain experience and adjust to their society. The exercises in Practical Life provide purposeful activity and develop independence, concentration and responsibility.

Language

A language learning kit for young children

The Montessori classroom is designed in so that all the activities promote the development of skills required for oral and written language and reading. In the language area precise names are used for all the objects and vocabulary classifications and matching exercises enrich vocabulary.

Math

Learning mathematical concepts in a Montessori classroom begins concretely and progresses towards the abstract. They are developed from simple to complex. Order, coordination, concentration and independence are experienced by the child using these materials.

Culture

A culture learning kit for young children

In the Montessori classroom, the Cultural Area covers a variety of subjects such as Geography, Science, Botany, Zoology and History. Maria Montessori believed that knowledge of such subjects is what makes a person cultured.

Good luck!

Great Minds ECC Team

Ready to Enrol?

Our school admission is open year round, and we welcome students from 1 year old up to 6 years old (FS2 or KG1). All students are accepted as long as the environment is suitable and meets their individual needs. Still not sure? Contact us to book a free school tour.
A nursery student holding a world map in a montessori environment

Early Childhood Center vs School

Montessori Early Childhood Center vs EYFS at School In Dubai, once your child is around three, a real choice comes into view. Do you enrol them in the FS1 or FS2 of a larger school following the British EYFS framework, or do you choose a dedicated Montessori early childhood center? Both serve children well and both are popular routes here, but they are very different environments. Here we look at what each offers, and why a Montessori early childhood center could be the strongest possible start. What EYFS In a School Offers  The Early Years Foundation Stage is the respected British framework, and in the UAE it is usually delivered as FS1 and FS2 inside a primary or through-school. That setting brings genuine advantages such as a clear, often guaranteed pathway into primary. Children have access to a larger school’s facilities and specialist teachers, and their progress is tracked against well-defined milestones with regular reporting. For a family already set on a particular British school, starting in its early years class can secure a place. The trade-off is one of scale. A school is designed around older children, and the early years are one part of a much larger institution. Group sizes tend to be bigger (up to 28), the day more timetabled and adult-led, and the emphasis can lean early toward academic school-readiness. What Montessori Early Childhood Centers Offer A Montessori early childhood center exists for one purpose: the early years. Nothing about it is scaled for older children. The rooms, the routines, the pace, and the materials are all built around how very young children learn. Through movement, repetition, and hands-on discovery rather than sitting and formal instruction. The setting is calmer and more home-like, with smaller groups and more individual attention. Unhurried work cycles follow each child’s own rhythm, and the focus is the whole child in these formative years. Independence, concentration, confidence, and social-emotional growth, not academic benchmarks alone. Why Early Years Deserves a Dedicated Space The years from birth to six are a distinct developmental window, what Maria Montessori called the “absorbent mind.” Children this age are building the foundations of everything that follows: how to concentrate, how to do things for themselves, how to get along with others. A space designed entirely for them can offer the pace, scale, and freedom that a busy school timetable often cannot. Smaller and calmer means a gentler first experience of learning away from home, and more room for a child to grow at their own speed. But What About The Pathway To School This is the question most parents ask, and it is a fair one. The reassuring answer is that Montessori children are known for arriving at primary school confident, independent, focused, and socially capable often ahead on exactly the qualities that make the move into any curriculum, EYFS included, a smooth one. A Montessori Early Childhood Center is the foundation before school. Why Great Minds ECC  Great Minds Early Childhood Center is a dedicated Montessori center for the early years. Everything in it from the materials on the shelves to the shape of the day exists to give young children the richest possible start, so that when they move on to the school of your choice, they arrive curious, capable, and ready.   Montessori Early Childhood Center EYFS within a school Setting Dedicated to the early years, calm and home-like An early years class inside a larger school Groups Smaller, with individual attention Larger and more structured Daily rhythm Unhurried, child-led work cycles Timetabled and more adult-led Learning style Hands-on, self-directed discovery Guided play toward set milestones Focus The whole child, independence and confidence School-readiness and academic benchmarks Pathway Prepares children to enter any school ready Direct, often guaranteed, into its own primary BOOK A TOUR

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Child playing with Playdough, assisted by montessori teacher

KHDA School Cut Off Age In Dubai

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.

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