The focus of the Montessori classroom is upon the use of materials, educational techniques, and observations, which support the natural development of children. The teacher in a Montessori classroom serves less as an "instructor" and more as a guide and facilitator. Children are encouraged to "learn how to learn," thus gaining independence and self-confidence. Since the method is based upon developmentally appropriate activities, the child is often educated through experience, which is a high impact process.

The Montessori school is designed to accommodate various stages of development in children, which occur in roughly 3-year cycles. From birth to 3 years of age the child is absorbing directly from the environment, analogous to a sponge. It is during this phase that many language and motor skills are acquired without formal instruction.

During the second phase from 3 to 6 years of age, the child reaches a different stage in which repetition and manipulation of the environment are critical to the development of concentration, coordination, independence, and a sense of order. The child also learns skills for everyday living such as, sorting, grading, classification - all of which lead to the development of writing, reading, and a mathematical mind.

Because the child goes through these various stages, Montessori classrooms are organized into three-year age groupings. This allows a greater flexibility in meeting each child's individual needs. The environment becomes the "teacher," with the child as the initiator of her/his own education. The Montessori method strives to achieve a sense of community within the classroom where children of different ages work together in an atmosphere of cooperation rather than competition. The system also fosters a sense of respect for the environment, and for individuals, which comes through experience of freedom within the community.

The Montessori method also incorporates the use of various apparatus, and varied activities designed to enhance all aspects of the child's development in a manner that is aesthetically pleasing and geared to the child's size, needs and interests.

The prepared environment is designed to provide exposure to materials and experiences, which aid the child in developing intellectual, physical and psychological abilities.

The materials are self-correcting allowing the child to discover his/her mistakes and independently correct them without feeling embarrassed or discouraged.

This process develops a positive self-esteem enabling the child to succeed in every lesson he/she encounters.