As Parents and adults, we ourselves are proof enough to conclude that the current conventional education is fundamentally flawed. Modelled along the Industrial revolution, it looks at children as products that are churned out every year conforming them to certain standards by instituting grades and rewards. Devoid of elements like compassion and love, which is integral to education, society at large has achieved technological advancements that are invading than aiding humans, conquered space but hunger and poverty, built super structures by destroying forests, and the list outweighs the positives.


So, let's start with the understanding that today's world is in crisis. If there is one hope to regenerate mankind, that lies with the children of today. Montessori philosophy of education addresses this lacuna to bring about a complete transformation in the way educational program is designed by keeping the child at the centre.


" If help and Salvation are to come, they can come from the children, for the children are the makers of men " - Maria Montessori.


If we are to regenerate mankind, we need citizens who are not only competent but compassionate. Who are not only creative but also ethically conscious.


Children learn academic concepts with sense of purpose and value. They learn to acquire new skills than to reproduce mere content. Montessori children are well equipped to face the fast changing future and adapt themselves to the changing needs of the society.


Respect for the child

Any attempt to help children, begins with a deep sense of respect for the child. Children possess amazing powers bestowed upon them by Nature that is quite absent in adults. To help children harness those powers, requires a thorough understanding of the nature of the child. Hence, a Montessori adult goes through intense transformation, mentally and spiritually, thereby making themselves worthy of the child. The journey of the adult (as a teacher / facilitator) begins as a co-learner, with all the humility, and with the understanding that the children too will reveal so many things for the adults to learn.

Each child is unique

The educational approach should suit the learning style of the child. Differences in abilities and learning styles are recognised and appreciated. Activities are presented to children based on their past achievements rather than on pre-set daily or monthly plan. Children are provided ample time to attain mastery over concepts by way of exploration, repetition and discovery. Teachers play the role of a gardener patiently waiting for the flower to bloom after having creating the conditions in which a flower WILL bloom.

Independence and freedom

This element is the hallmark of the Montessori Philosophy. Montessori says that to transform the child we need to free his potential. Freedom, in various dimensions, is essential for a child to nurture independence. An environment that stokes fear in the adult instead of love and respect hardly transforms a child to the desired state. Authority has no place in spiritual transformation of the child.

Education for Life

Education and life are so connected, as if one does not exist without the other. Education begins at birth. School as a formal learning environment, should reinforce the spirit of learning. Montessori environment is a place that buzzes with activities. Children, through their entire schooling, learn essential skills that allow them to take care of one self, take care of their environment, and be socially very active and mindful. Children exhibit extraordinary capacity to take up responsibilities with a profound sense of respect for the labour.

Vertical Grouping

Montessori environment lets children to work in a mixed age group. This provides a very dynamic social milieu where there is lot of sharing takes place horizontally and vertically. Older children pass on what is learnt and also provide a glimpse of what is in store for the younger children. Help is taken and given mutually. A sense of responsibility among the older children naturally steps in and a corresponding sense of belonging in the younger children develops leading a harmony that is unseen in any other environment.

Sensorial Learning - Concrete to abstract

The first plane of development is characterized by sensorial learning. This is amply clear when we see a child trying to explore a new toy using all his senses including gustatory sense (taste). The child does not differentiate good and bad, dangerous and safe, etc. The child accumulates sensorial experiences for later processing and correlation. The corollary to this law is that they do not yet have an abstract sense. That develops much later during the second plane. Montessori materials are scientific and precise. They appeal to the absorbent mind of the primary child. It helps the child abstract ideas by gaining concrete experiences. For instance, Number rods help the child establish the concept of QUANTITY and COUNTING and that anything can be counted, be it concrete object or abstract, like a clap. The mind of the child is reached through his hands and feet. The learning thus becomes permanent.


Children have a natural sense of order and perfection. A toddler during his first steps is invariably going to fall. He will fall a thousand times, yet he will sit up and try walking. His perseverance or the Will is unparalleled. Montessori environment is a place where mistakes are not frowned upon. Children are allowed to try as many times and overcome difficulties on their own. It is important that children learn to handle small tussles, trivial injuries, losing a game, etc on their own. As adults the best help we can provide is sometimes to just patiently wait and let children go through that experience.


1. What is the difference between Playschool and Montessori School ?

Playschools, with some rare exceptions, are generally conventional learning environments lined up with desks and chairs where a group of children are tutored a concept at the same time. It is a very structured program that expects children to learn concepts at the time decided by the adult. Children are mostly confined to their chairs and are tuned to following instructions from teachers.

Montessori environment on the contrary sports no desks or chairs. It is lined up with learning materials that are attractive for the young minds. Children learn through work and collaboration. Repetition leads to mastery. Choice of work and time rests with students. Children grow to be independent learners. Get in touch with us to know more.


2. When shifted to a traditional school, will children adapt to the new environment ?

Montessori children acquire essential life skills at an early stage. These become part of their personality and lasts and manifests wherever they are. Montessori children tend to adapt to new environments quickly and also show positive tendency to learning new ways of acquiring skills. Their core remains unshaken and unaltered. However, it is wise for adults to give some time for the child to settle down in a new environment by not making high demands on them.


3. What syllabus is generally followed in Montessori Schools ?

Montessori does not follow a set syllabus. However, the concepts that are " taught " in conventional schools are very much a part of the environment. But the question of how children learn these concepts vary to a great extent. Montessori environments are neither subjected to time limits for completing a syllabus nor are they limited by its scope. Exploration and discovery continues as long as there is interest and love for learning. Having said that, here at The Aalam, we ensure that we conform and fulfill the state requirements, if any.


4. How are children assessed? Are there rankings / grades and report cards ?

Children are assessed day to day through careful observation by the adults. Their work is an everyday test. Children engage in variety of work that involves writing, experimenting, discussing, debating which forms the basis for observation. Records are maintained by the respective adults and are used as the basis for further presentation of concepts. Parents meet the school representative at least 2 - 3 times a year to discuss about the progress, the child is making in all spheres of development.


5. After going through a Montessori school, will the child be able to face day to day challenges in the real world ?

The answer is very much in the affirmative. Montessori children are best suited to face life with all its challenges and tribulations. They are confident, adaptable and always exhibit a positive spirit. They are tuned to keep trying until they reach the goal. No amount of failure can discourage them. At the same time, they also are ethically conscious in their actions and also put in efforts to make this world a better place to live.


6. Is it true that Montessori children start writing very late?

This is a general misconception that every other parent has. If forcing children to hold pencil and write by the time they turn 3 years is standard benchmark, then of course, Montessori children do start late. However, as a parent / adult one should understand what is " writing " before we venture into the discussing when children should start writing. Montessori environment does not set any age limit to begin writing. A lot of activities aim to strengthen their coordination skills and keep their hand ready for writing. Writing is a spontaneous activity for the child. It may happen early or late. But it will happen and when it happens, it happens with so much joy and love.


7. Are there uniforms and standard text books for reference ?

No. There are no uniforms and textbooks. Reference and other story books are essential part of the environment.


8. Should we as parents, help children at home? If so what kind of help ?

Yes and No. There are many ways in which parents can contribute to the well being and all round development of the child. Aligning the home environment, say by tweaking certain practices, brings more harmony in the child. Academic help can be given only when there is a thorough understanding of how it is done in the school. We generally request parents to restrain from helping children in the academic spheres esp. arithmetic and language as it may confuse them. However there are so many activities that can be implemented at home that would help channelize the energy more productively.


9. Will a child from Traditional school be able to adapt to a Montessori environment ?

Mostly yes, unless there is an extraordinary situation. Children are given special help during the settling down period. This helps them integrate into the existing group.


10. Can I visit your school along with my child to discuss admissions ?

Mostly yes, unless there is an extraordinary situation. Children are given special help during the settling down period. This helps them integrate into the existing group.


11. What languages do you teach at school ?

English is the language of the House of children. At the moment, we also offer Tamil and Hindi.


12. Can I visit your school along with my child to discuss admissions ?

You are most welcome. We suggest that you get in touch with us to fix a mutually convenient time before you plan the visit. In your first visit we generally prefer that both parents come to understand the philosophy and the method in which it is implemented.