The Montessori Method is not a method of education as such, but an integral way of life. The fundamental concept is that children have a passionate love of learning, of work, of order, and self-discipline--all of which can become permanent and self-enforcing traits if the child is properly encouraged.
All of the ideas of Dr. Montessori were a result of her direct observation of children themselves. The special materials used in the Montessori schools were developed through trail and error, in her attempt to fill the needs of children as she saw and interpreted them. She also discovered that in the development of the child, there are what she called "sensitive periods."

At fairly predictable ages children pass through periods of sensitivity to such things as order, courtesy, touch, language, mathematics, and perfecting movement. By combining a knowledge of these periods and a judicious use of the materials, Montessori schools have introduced to very young children vast areas of knowledge usually believed unavailable to them.

The children are free to "self-educate" because they are given an environment established and geared to their needs. This is what Dr. Montessori meant by the "prepared environment." The Montessori materials are housed on low shelves, within easy reach of the young child. The only restrictions upon the use of the materials are that they must be properly used--not abused--and must be returned to their place after use. Most materials have a built-in control of error so that the child can correct himself without the aid of an adult. The tables and chairs are all lightweight and arranged purposely in the environment to encourage grace of movement. There are numerous activities in the classroom that assist the child in caring for this unique space. The child learns to take great pride in caring for the environment, and being responsible for it. With a "place for everything and everything in its place," the child becomes part of an ordered classroom community.