Montessori Pedagogy

Maria Montessori (1870 – 1952) was the first woman to study medicine in Italy. When she published her first work „Il metodo della pedagogia scientifica“ in 1909, she caused a global sensation in the professional world.

In contrast to the then predominant and purely experimental pedagogy she was the first to demand an anthropological understanding of the child and its disposition, and a new educational method based on this. The necessity to educate should no longer be in the foreground, the self-reliance of the child ought to be encouraged instead and the activation of its innate creative abilities. A rich and diverse array of didactic working materials developed for this purpose should inspire the child to discover its environment of its own accord and to master obstacles.


The main principles of the Montessori pedagogy:

- Respecting the autonomous impulse of the child

- Acknowledgment of the correlation of independence, freedom and human dignity

- Consequential individualization of learning processes


These main principles are implemented by us with the help of the Montessori materials – according to the individual nature, the socio-emotional and cognitive level of development as well as the distinct working style of every child.

The Montessori materials are integral part of a pedagogically “prepared environment”. They animate the child to unfold its personality through self-acting and free choice according to its particular rules of development and to gain courage, trust and confidence in the process.


With Montessori, this education towards self-acting and consequently self-reliance begins already at a preschool age in the so-called “Kinderhäuser” that are fully attuned to the needs and possibilities of the child.



Montessori, Maria: Die Entdeckung des Kindes (il metodo 1909). Hg. Oswald, P.; Schulz-Benesch, G. Freiburg: Herder-Verlag, 2. Aufl. 2012.

Montessori, Maria: Kinder sind anders (Il Segreto dell'Infanzia). Hg. Klett-Cotta-Verlag, 14. Aufl. 2010.