About Us

2008 saw the realisation of one of my life-long dreams. I opened the doors to Little Buds Montessori to a class of 3 children. Each child in our school holds a special place in our hearts and we recognise the need to identify the needs of each child on an individual basis.


This is where it all starts. Social, emotional and intellectual skills is fundamental to a Childs development and this has always been the main focus of our teaching. A child’s character develops by the age of six and the importance of this phase of their education could never be underestimated.

Little Buds Montessori is an institution of Excellence, providing a nurturing and solid educational foundation.

The Value of Education

Dr. Maria Montessori, one of the most important educators of our time, emphasized the need for an early education. She realised that children should be fully stimulated from birth to six years in order to prepare the path for all later learning. In her words, “This is when the child has an “absorbent mind” and passes through crucial periods of learning. Thus the Montessori Method gives full attention to the Importance of the early years of Education.

This intellectual progress is accompanied by emotional growth. The children become harmonious in movement, independent in work and honest and helpful with one another.

Montessori’s educational theories are based on the natural laws of development and then correlated for use as an educational system.


Aims of the Method

The Montessori Method helps to equip a child for life, so he/she can become a happy, responsible member of society. To shape his/her own future and to adapt to his/her environment and to look after it. This is achieved by allowing the child freedom within clearly defined limits and to promote the child’s good self-image and feeling of security. The ultimate goal being the habit patterns that are built up within the child, which hopefully would be supported and encouraged in later years. These “lifelong” attitudes include an organised approach to academic skills, problem solving and the development of independence, self-discipline and self-esteem.

 “A child deserves; Only, The rarest kind of the



The Montessori method has been and is very popular around the world with early childhood professionals and parents. The Montessori approach is designed to support the natural development of children in a well-prepared environment.

Five basic principles fairly and accurately represent how Montessori educators implement the Montessori method in many kinds of programs across the United States. These principles include: 1. respect for the child, 2. the absorbent mind, 3. sensitive periods, 4. the prepared environment, and 5. autoeducation.

Respect for the Child

Respect for the child is the cornerstone on which all other Montessori principles rest. As Montessori said,

As a rule, however, we do not respect children. We try to force them to follow us without regard to their special needs. We are overbearing with them, and above all, rude; and then we expect them to be submissive and well-behaved, knowing all the time how strong is their instinct of imitation and how touching their faith in and admiration of us. They will imitate us in any case. Let us treat them, therefore, with all the kindness which we would wish to help to develop in them (Montessori, 1965).

Teachers show respect for children when they help them do things and learn for themselves. When children have choices, they are able to develop the skills and abilities necessary for effective learning autonomy, and positive self-esteem.

The Absorbent Mind

Montessori believed that children educate themselves: “It may be said that we acquire knowledge by using our minds; but the child absorbs knowledge directly into his psychic life. Simply by continuing to live, the child learns to speak his native tongue” (Montessori, 1966). This is the concept of the absorbent mind.

Montessori wanted us to understand that children can’t help learning. Simply by living, children learn from their environment. Children are born to learn, and they are remarkable learning systems. Children learn because they are thinking beings. But what they learn depends greatly on their teachers, experiences, and environments.

Early childhood teachers are reemphasizing the idea that children are born learning and with constant readiness and ability to learn. We discuss these concepts further in Chapter .

Sensitive Periods

Montessori believed there are sensitive periods when children are more susceptible to certain behaviors and can learn specific skills more easily:

A sensitive period refers to a special sensibility which a creature acquires in its infantile state, while it is still in a process of evolution. It is a transient disposition and limited to the acquisition of a particular trait. Once this trait or characteristic has been acquired, the special sensibility disappears….(Montessori, 1966).

Although all children experience the same sensitive periods (e.g., a sensitive period for writing), the sequence and timing vary for each child. One role of the teacher is to use observation to detect times of sensitivity and provide the setting for optimum fulfillment.

The Prepared Environment

Montessori believed that children learn best in a prepared environment, a place in which children can do things for themselves. The prepared environment makes learning materials and experiences available to children in an orderly format. Classrooms Montessori described are really what educators advocate when they talk about child-centered education and active learning. Freedom is the essential characteristic of the prepared environment. Since children within the environment are free to explore materials of their own choosing, they absorb what they find there. Maria Montessori was a master at creating environments for young children that enabled them to be independent, active, and learn.


Montessori named the concept that children are capable of educating themselves autoeducation (also known as self-education). Children who are actively involved in a prepared environment and who exercise freedom of choice literally educate themselves. Montessori teachers prepare classrooms so that children educate themselves.

The Teacher’s Role

Montessori believed that “it is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may be always ready to supply the desired help, but may never be the obstacle between the child and his experience” (Montessori, 1967).

The Montessori teacher demonstrates key behaviors to implement this child-centered approach:

  • Make children the center of learning because, as Montessori said, “The teacher’s task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child” (Dr. Montessori’s Own Handbook).
  • Encourage children to learn by providing freedom for them in the prepared environment.
  • Observe children so as to prepare the best possible environment, recognizing sensitive periods and diverting inappropriate behavior to meaningful tasks.
  • Prepare the learning environment by ensuring that learning materials are provided in an orderly format and the materials provide for appropriate experiences for all the children.
  • Respect each child and model ongoing respect for all children and their work.
  • Introduce learning materials, demonstrate learning materials, and support children’s learning. The teacher introduces learning materials after observing each child.

How The Montessori Method Applies to Today’s Workplace

“Imagination does not become great until human beings, given the courage and the strength, use it to create.” — Maria Montessori

Maria Montessori’s legacy reshaped the field of education, introducing the philosophy that we learn and grow best by following an innate path of self-development. She knew what she was talking about — she was nominated for the Nobel Peace Prize an astounding six times, and her image was even on Italy’s 1,000 Lire banknote. She urged her students — both children and adults — to “trust that you know what you’re doing.” It worked in classrooms when we were children, and it works in the workplace today.

An educational rebel

In the late nineteenth century in Italy, when Maria Montessori was born, girls had only two career choices: to be either a teacher or a nun. But that didn’t stop Maria. She was an excellent student, passionate about her education, and ambitious. Her parents certainly didn’t hamper their daughter’s natural enthusiasm for learning. They were both avid readers and well-educated themselves. They also had the means to support their daughter in doing something that bordered on scandalous. Montessori entered an all-boys technical school at 13 to study engineering (where she was required to spend recess inside to avoid being tormented by her male peers). After graduating high school, she decided her next step was another male-dominated field — medicine. Hey, the girl liked a challenge.

Montessori applied to, and was rejected by, the University of Rome’s medical program, ostensibly due to her lack of knowledge of classical languages. Undaunted, she studied for two more years, then reapplied. The university finally had to admit her. Still, it was considered too risqué for her to work on cadavers in mixed company, so she did so in the evenings, alone. Boundaries be damned. Maria Montessori graduated in 1896, the first woman in Italy with a medical degree.

Forging her own path

Montessori’s early medical practice focused on psychiatry, which was still in its infancy (Freud’s The Interpretation of Dreams, for example, was published in 1899, and took eight years to sell all 600 copies). She also attended courses on education, where she developed a deep interest in educational theory, especially in the ways children with intellectual and developmental disabilities were treated. In 1900, she launched a new training institute for special education teachers. This gave her a place to experiment with different teaching methods. In 1907, she opened the Casa dei Bambini, a childcare center for unsupervised poor children. There, she designed the classroom environment and the learning materials to foster what she believed was each child’s natural desire to learn.

International influence

Montessori’s approach to education was enthusiastically adopted internationally and in her native Italy. When Benito Mussolini seized power in 1922, Montessori, who had been traveling and lecturing aboard, returned to Italy to accept the position he offered her, that of “Chief Educator.” Blending politics and education didn’t work out so well for Montessori, however. She fled the country in 1934, after refusing Mussolini’s dictate that her schools pledge their allegiance to fascism. Mussolini retaliated by shutting more than 70 Italian Montessori schools. Meanwhile, Montessori headed to India, where she spent time with Gandhi, who was a huge proponent of the Montessori system; he taught the children in his ashrams using a similar technique. Her friendship with Gandhi and her continued focus on pacifism influenced Montessori’s books Education for Peaceand Education for a New World.

Learning in its natural state

Montessori founded her method on the observation that children who are placed in a rich, unstructured environment learned naturally. An educator could simply provide opportunities for the natural stages of learning to flourish. Her schoolrooms were equipped with child-sized furniture (radical for the time). She trained teachers to give children the freedom to play however they liked with “spontaneous discipline.” It was so successful that by 1910, the Montessori Method was known worldwide. Today, there are 22,000 Montessori schools in at least 110 countries.

Interact and learn: The Montessori Method

Another educational innovation Montessori introduced was based on the then-new concept that we learn by interacting directly with our environment. She also concluded that children learn things, then build upon what they learn, moving to the next step naturally, without the need for a forced, inflexible lesson plan.

All of Montessori’s theories can be great for grown-ups, too. How many of us get stuck in the way we’ve always done something, rather than reacting to what’s actually happening? Instead of imposing a one-size-fits-all solution or way of thinking, trust yourself to develop your own path.

Freedom and challenge: Not just for kids

If you’re hitting too much resistance, you may not be using the right tools, or maybe you’re working toward the wrong goal.

Even as adults, we “fall behind” when we try to force something too early. Meeting an arbitrary norm isn’t a good reason to set a goal. For example, there’s no rule that says you should have a good grasp of a foreign language after two years’ study, or that you should have mastered a software program after a month of using it. Someone just made that up, and it doesn’t take individual circumstances into consideration. The Montessori Method trusts that kids will guide themselves to an appropriate stage of learning. It works for adults, too.

Individual paths: forge ahead

For self-guided learning to work, the Montessori educational model relies on a methodical progression from one level to the next. Students tackle lessons in the way that works best for them. First, discover the best learning style for you. Once you get that, you can turn up the gas.

Montessori believed in “sensitive periods,” a developmental stage in which a student has the most to gain from a new experience. When in a sensitive period, a child shows an intense interest in a certain activity or type of play until a new skill has been mastered. Adults do it, too, becoming enamored of certain hobbies or interests. The key is trusting that your interests have value.Pay close attention to your enthusiasm — what is it guiding you toward? That’s where you’ll shine.

Montessori believed that all students to develop strong “self-regulation,” the ability to educate yourself, know what is being learned, and assess the learning experiences. Where is your work style weak? Where are you strong? Determining each aren’t value judgments, they’re information tools to help you get to where you want to go.

Goals and structure: We still need ‘em

Montessori insisted on uninterrupted blocks of work time. Without interruptions to disrupt that groove, you’ll have the mental space to make crucial connections and let those discoveries sink in. Block out uninterrupted work, play or creativity time just for you. It’s crucial for creative thinking and innovation.

Mentorship and Community: Connect

Montessori also relied on the community created by mixed age groups. Younger kids look up to older ones as supportive, helpful figures. Older kids enjoy playing the role of mentor. For adults, many of our best mentors may not be rock star success stories, but rather people who are just a few steps further along the same path. A mentor can either be someone who’s been where you are now, or who has already arrived where you want to be. Ask them for advice or just try some of their approaches.

Applying the Lessons: Get out there

Montessori recognized that for children, their play is their work, especially activities which appear creative, abstract, and fun. Take that concept and run with it: It’s all good. Embrace things that don’t have a clear path to profit or external growth. Time spent doing something creative and (un)constructive is still totally worthwhile.

“Respect your process,” “Find your groove,” and “Work hard, play hard.” These are not just tee-shirt mottos, they’re proven educational approaches. Take it from Dr. Montessori: You can get where you need to go by respecting your own way of doing things. Wander from someone else’s game plan. Grab some quiet time. Play to your strengths, and yes, play as hard as you work.


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