Known worldwide for establishing the Montessori method of education for young children in the 20th century, Dr. Maria Montessori devoted 45 years of her adult life to education. Even after a hundred years of its inception, the relevance of the Montessori approach makes it one of the most successful and sought after early years education pedagogies in the 21st century.
An anthropologist, psychologist, philosopher, educationist and doctor by profession, Montessori believed in the unique mind of the child that has real constructive energy and intellectual powers. Her books and lectures throughout this period described the nature and sensitivity of a child’s magical mind which she termed as The Absorbent Mind. She believed that there is a remarkable force in humans which is most powerful in the first phase of human life.
“The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six,”
On 6th January 1907, Dr. Montessori established the first classroom for 60 underprivileged children aged between 2 to 6 years old in a poor area of Rome, known as Casa Dei Bambini (Children’s House). It was here that she decided to launch her scientific pedagogy and the prepared environment was carefully adapted to children’s size and abilities.
She replaced the heavy furniture with lighter and moveable tables, chairs, shelves and cupboards, and placed pictures on the walls.
The young children progressed brilliantly and the news of Montessori’s education approach started spreading rapidly throughout Italy.
In 1909, Dr. Montessori conducted the first training session in her educational approach for 100 students. This was followed by the establishment of several Montessori schools, societies and training programmes all over the world. Over 100 years, the Montessori method has enabled the holistic development of children across the world moulding them into independent, compassionate and responsible members of society.
the founder of The children’s house in Malaysia.
It was my first introduction to Montessori Philosophy and education.
Aunty Nan fondly recalls how she spent countless hours listening to lectures, manipulating those precious materials, preparing thick teaching folders,
writing essays, sitting for tests and gruelling examinations in rooms of a majestic
Victorian building in a leafy suburb of Hampstead, London.
With a small team of a young teacher trainee, an administrator, a family cook and
her 4-year-old son; imported materials from Europe and five children from Malaysia,
Sweden, France, Denmark and England, The children’s house completely revolutionised the early childhood education landscape of Malaysia.
Having faced an acute shortage of qualified teachers with Montessori Diplomas in 1990,
The iconic red and white preschools of The children’s house have made their
We value lifelong relationships and believe in establishing love and harmony amongst children, parents and educators.
Our teachers are warm, loving, nurturing and respectful of every child. They are ever mindful of the need to help the children achieve their goals.
The school’s community deeply values respect – respect for teachers, parents, friends, nature, and each other. The very thought of going back to The children’s house every day fills the children with absolute joy and excitement.
The classrooms are spacious and often built to incorporate natural lighting
With 35 years of success in early childhood education
The children’s house has proven that it is not just a Montessori pioneer in Malaysia