Early Childhood Theorists

There are so many early childhood theorists, it’s difficult to narrow the
scope to just a handful. By the same token, attempting to review each
and every one would be a colossal undertaking and, quite frankly, too
much to digest in one sitting. We’ll hit some of the highlights here to
see how these men and women shaped education.

1782-1852 - FRIEDRICH FROEBEL

It is Froebel who is credited with founding kindergarten which was
based on his belief that young children need their own space for
learning separate from adults – save for the teacher and aides.
According to Froebel, “Play is the highest expression of human
development in childhood, for it alone is the free expression of what is
in a child’s soul.” Simply put, he believed play was absolutely vital in the
learning process, especially for young children.

1870–1952 – MARIA MONTESSORI

Montessori believed that early childhood learning required a two prong
approach: Educate the child’s senses first, then educate the child’s
intellect. Her approach was to view the children as sources of
knowledge with the teacher or educator acting as a social engineer. Her
hands-on approach to instruction with the learning environment being
deemed as vital as the knowledge itself has transformed academic
success for many children who did not respond well to traditional
classroom methods.
1896-1980 - JEAN PIAGET Piaget’s theory
of learning incorporated his Stages of Development: • Birth to about 2
years old – Sensorimotor • About the time the child begins talking to
around 7 years old – Preoperational • About the time the child enters
1st grade until early adolescence – Concrete • Adolescence – Formal
Operations

What is Maria Montessori's philosophy?

Maria Montessori's philosophy is centered on the belief that children
learn best in an environment that supports their natural development and
allows them to explore and discover independently. Her approach to
education emphasizes respect for the child, the importance of a prepared
environment, hands-on learning, and the development of the whole
child. Here are the key elements of Montessori's philosophy:

1. Respect for the Child

• Concept: Montessori believed that children should be treated with
respect and seen as individuals with their own strengths, interests,
and needs.
• Practice: Educators listen to and observe children, allowing them
to express their opinions and make choices about their learning.

2. The Absorbent Mind

• Concept: Montessori observed that young children have an
incredible capacity to absorb information from their environment,
especially in the early years (birth to six years).
 • Practice: The educational environment is designed to maximize
this natural learning ability by providing rich and varied
experiences.

3. Sensitive Periods
• Concept: Montessori identified specific periods during a child's
development when they are particularly receptive to learning
certain skills or concepts.
• Practice: Educators provide appropriate activities and materials
that align with these sensitive periods to optimize learning.

4. Prepared Environment
• Concept: The learning environment should be carefully prepared
to encourage independence, exploration, and a sense of order.
• Practice: Classrooms are designed with child-sized furniture,
accessible materials, and clearly defined areas for different
activities.

5. Auto-Education (Self-Education)
• Concept: Children are naturally capable of educating themselves
through exploration and discovery.
• Practice: Montessori materials and activities are designed to be
self-correcting, allowing children to learn through their own efforts
and experiences.

6. Hands-On Learning
• Concept: Children learn best through direct, hands-on experiences
with materials and their environment.
• Practice: Montessori education emphasizes tactile and
manipulative materials that help children understand abstract
concepts through concrete experiences.
7. Intrinsic Motivation
• Concept: Children are naturally curious and motivated to learn
when they are engaged in meaningful activities.
• Practice: Montessori classrooms provide a range of activities that
children can choose from based on their interests, fostering a love
of learning and intrinsic motivation.

8. The Whole Child Approach

• Concept: Education should address all aspects of a child's
development, including cognitive, emotional, social, and physical
growth.
• Practice: Montessori education includes a wide range of activities,
from academic subjects to practical life skills, social interactions,
and physical activities.

9. Mixed-Age Classrooms
• Concept: Children benefit from interacting with peers of different
ages, promoting social development and collaborative learning.
• Practice: Montessori classrooms typically group children in multi-
age spans (e.g., 3-6 years, 6-9 years), allowing younger children to
learn from older ones and vice versa.

10. Role of the Teacher

• Concept: In the Montessori method, the teacher acts as a guide or
facilitator rather than a traditional instructor.
• Impact: This role encourages children to take responsibility for
their own learning and become more independent and self-
motivated.
 • Legacy and Impact
Maria Montessori's contributions have had a lasting impact on ECE
worldwide. Her methods and materials are used in Montessori schools
globally, influencing mainstream education practices and promoting a
more holistic and child-centered approach to early learning.

Summary
Maria Montessori's contributions to ECE include the development of a
child-centered educational philosophy, the creation of specialized
learning materials, the design of prepared environments, and the
emphasis on independence, practical life skills, and intrinsic motivation.
Her work has transformed early childhood education, promoting an
approach that respects and nurtures each child's potential.

Importance of ECE
Early Childhood Education (ECE) is crucial for a child's overall
development and lays the foundation for lifelong learning and success.
Here are some key reasons why ECE is important:

1. Brain Development

• Rapid Growth: During early childhood, the brain undergoes

significant growth and development. ECE provides stimulating
experiences that enhance cognitive development.
• Critical Period: Early years are a critical period for developing
neural connections that are the foundation for learning and
behavior.

2. Social and Emotional Development

 • Social Skills: ECE helps children learn to interact with peers and
adults, develop friendships, and understand social norms.
• Emotional Regulation: Children learn to manage their emotions,
develop empathy, and build self-confidence through structured
activities and positive interactions.

3. Cognitive Development

• Problem-Solving Skills: ECE encourages curiosity and

exploration, which fosters critical thinking and problem-solving
abilities.
• Language and Literacy: Early exposure to language, storytelling,
and books enhances vocabulary, comprehension, and early literacy
skills.

4. School Readiness

• Foundational Skills: ECE provides the basic skills needed for

academic success, such as counting, recognizing letters, and
following instructions.
• Smooth Transition: Children who attend high-quality ECE
programs are better prepared for the structure and expectations of
formal schooling.

5. Physical Development

• Fine and Gross Motor Skills: Activities in ECE, such as drawing,

cutting, and playing, help develop fine motor skills, while outdoor
play and physical activities enhance gross motor skills.
• Healthy Habits: ECE programs often include lessons on nutrition,
hygiene, and physical activity, promoting healthy lifestyle choices
from an early age.

6. Behavioral Benefits
 • Routine and Discipline: Structured routines and clear
expectations help children learn self-discipline and improve
behavior.
• Independence: ECE encourages children to make choices, take
responsibility, and develop independence.

7. Long-Term Academic and Social Benefits

• Higher Academic Achievement: Research shows that children

who attend quality ECE programs perform better academically
throughout their schooling.
• Social Adjustment: ECE helps children adjust socially and
emotionally, reducing behavioral issues and enhancing social
skills.

8. Economic and Societal Impact

• Economic Benefits: Investment in ECE yields long-term

economic benefits by reducing the need for remedial education,
lowering dropout rates, and increasing workforce productivity.
• Social Equity: ECE promotes social equity by providing all
children, regardless of background, with a strong start in life.

9. Parental Involvement

• Support for Parents: ECE programs often involve parents in the

learning process, providing support and resources to help them
engage in their child's education.
• Stronger Family Bonds: Activities and communication between
ECE providers and families strengthen family relationships and
encourage a collaborative approach to education.

Summary

Early Childhood Education is essential for fostering a child's intellectual,

social, emotional, and physical development. By providing a supportive
and enriching environment, ECE lays the groundwork for lifelong
learning, success, and well-being, benefiting not only the individual
child but society as a whole. Investing in high-quality ECE programs is a
crucial step toward creating a more equitable and prosperous future.

Introduction to Practical Life

What is Practical Life ?Practical means basic, useful, purposeful
Life: means the way of living. Practical life Exercises are just that, they
are Exercises so the child can learn how to do living activities in a
purposeful way.

Meaning and Purpose of Practical Life?

The purpose and aim of Practical Life is to help the child gain control in
the coordination of his movement, and help the child to gain
independence and adapt to his society. It is therefore important to
“Teach teaching, not correcting” (Montessori) in order to allow the
child to be a fully functionional member in hios own society. Practical
Life Exercises also aid the growth and development of the child’s
intellect and concentration and will in turn also help the child develop
an orderly way of thinking.

Exercise Groups
Practical Life Exercises can be categorized into four different groups:
Preliminary Applications, Applied Applications, Grace and Courtesy, and
Control of Moment. In the Preliminary Exercises, the child learns the
basic movements of all societies such as pouring, folding, and carrying.
In the Applied Exercises, the child learns about the care and
maintenance that helps every day life. These activities are, for example,
the care of the person (i.e the washing of the hand) and the care of the
environment (i.e dusting a table or outdoor sweeping). In the Grace and
Courtesy Exercises, the children work on the interactions of people to
people. In the Control of Movement Exercises, the child learns about
his own movements and learns how to refine his coordination through
such activities as walking on the line.

Reason for Practical Life Exercises Children are naturally

interested in activities they have witnessed. Therefore, Dr. Montessori
began using what she called “Practical Life Exercises” to allow the child
to do activities of daily life and therefore adapt and orientate himself in
his society. It is therefore the Directress’s task to demonstrate the
correct way of doing these Exercises in a way that allows the child to
fully observe the movements. Montessori says, “If talking don’t move, if
moving don’t talk”. The directress must also keep in mind that the goal
is to show the actions so that the child can go off and repeat the
activity in his own successful way. Montessori says, “Our task is to show
how the action is done and at the same time destroy the possibility of
imitation”. The child must develop his own way of doing these activities
so that the movements become real and not synthetic. During the
child’s sensitive period between birth and 6, the child is constructing
the inner building blocks of his person. It is therefore important for the
child to participate in activities to prepare him for his environment, that
allow him to grow independently and use his motor skills, as well as
allow the child to analyze difficulties he may have in the exercise and
problem solve successfully.

Montessori also saw the child’s need for order, repetition, and
succession in movements. Practical Life Exercises also helps to aid the
child to develop his coordination in movement, his balance and his
gracefulness in his environment as well as his need to develop the
power of Being silent.
EPL ACTIVITIES

1. Pouring Activities
Description: Children practice pouring water, rice, or beans from
one container to another. Benefits: Enhances hand-eye coordination,
fine motor skills, and concentration.

2. Spooning Activities
Description: Children use a spoon to transfer objects like beans or
marbles from one bowl to another. Benefits: Develops precision, hand-
eye coordination, and patience.

3. Sweeping
Description: Children use a small broom and dustpan to clean up
spills or messes. Benefits: Teaches responsibility, care for the
environment, and gross motor skills.

4. Buttoning and Zipping Frames

Description: Children practice buttoning, zipping, snapping, and
tying on specially designed frames. Benefits: Develops fine motor
skills, independence in dressing, and concentration

5. Washing Hands
Description: Children learn the steps of properly washing their
hands using soap and water. Benefits: Promotes hygiene, independence,
and sequence following.
6. Polishing Shoes or Silver
Description: Children polish shoes or silverware using appropriate
materials. Benefits: Encourages attention to detail, care for personal
belongings, and fine motor skills.

7. Setting the Table

Description: Children learn to set the table for meals, placing plates,
utensils, and napkins in their correct positions. Benefits: Teaches order,
responsibility, and practical life skills.

8. Folding Cloths
Description: Children practice folding different sizes and shapes of
cloths. Benefits: Enhances fine motor skills, spatial awareness, and
order.

9. Watering Plants Description: Children use a small watering

can to water plants. Benefits: Instills a sense of responsibility, care for
living things, and fine motor skills.

10. Food Preparation Description: Children engage in simple

food preparation tasks like peeling, slicing, or spreading. Benefits:
Develops practical life skills, fine motor skills, and encourages healthy
eating habits.

Introduction to Sensorial
What is Sensorial Work ?
Sensorial comes from the words sense or senses. As there are no new
experiences for the child to take from the Sensorial work, the child is
able to concentrate on the refinement of all his senses, from visual to
stereognostic.

The Purpose of Sensorial Work

The purpose and aim of Sensorial work is for the child to acquire clear, conscious,
information and to be able to then make classifications in his environment.
Montessori believed that sensorial experiences began at birth. Through his
senses, the child studies his environment. Through this study, the child then
begins to understand his environment. The child, to Montessori, is a “sensorial
explorer”. Through work with the sensorial materials, the child is given the keys to
classifying the things around him, which leads to the child making his own
experiences in his environment. Through the classification, the child is also
offered the first steps in organizing his intelligence, which then leads to his
adapting to his environment.

Exercise Groups
Sensorial Exercises were designed by Montessori to cover every quality
that can be perceived by the senses such as size, shape, composition,
texture, loudness or softness, matching, weight, temperature, etc.
Because the Exercises cover such a wide range of senses, Montessori
categorized the Exercises into eight different groups: Visual, Tactile,
Baric, Thermic, Auditory, Olfactory, Gustatory, and Stereognostic.

In the Visual Sense Exercises, the child learns how to visually

discriminate differences between similar objects and differing objects.
In the Tactile Sense Exercises, the child learns through his sense of
touch. “Although the sense of touch is spread throughout the surface of
the body, the Exercises given to the children are limited to the tips of
the fingers, and particularly, to those of the right hand.” (Montessori,
Maria (1997) The Discovery of the Child, Oxford, England: Clio Press)
This allows the child to really focus on what he is feeling, through a
concentration of a small part of his body. In the Baric sense Exercises,
the child learns to feel the difference of pressure or weight of different
objects. This sense is heightened through the use of a blindfold or of
closing your eyes.

In the Thermic Sense Exercises, the child works to refine his sense of
temperature. In the Auditory Sense Exercises, the child discriminates
between different sounds. In doing these different Exercises, the child
will refine and make him more sensitive to the sounds in his
environment. In the Olfactory and Gustatory Sense Exercises, the child
is given a key to his smelling and tasting sense. Although not all smells
or tastes are given to the child in these Exercises, the child does work to
distinguish one smell from another or one taste from another. He can
then take these senses, and apply them to other smells or tastes in his
environment.

In the Stereognostic Sense Exercises, the child learns to feel objects

and make recognitions based on what he feels. “When the hand and
arm are moved about an object, an impression of movement is added
to that touch. Such an impression is attributed to a special, sixth sense,
which is called a muscular sense, and which permits many impressions
to be stored in a “muscular memory”, which recalls movements that
have been made."((Montessori, Maria (1997) The Discovery of the
Child, Oxford, England: Clio Press)

Montessori sensorial activities are designed to help children develop

and refine their senses. These activities are integral to the Montessori
method, fostering cognitive skills, fine motor skills, and sensory
perception. Here are a few classic Montessori sensorial activities:

Sound Cylinders
 • Materials: Two sets of cylinders, each containing different
materials that produce varying sounds when shaken.
• Activity: Children shake the cylinders and match the sounds.

2. Color Tablets

• Materials: A set of tablets in different shades of color.

• Activity: Children match and grade the color tablets from darkest
to lightest or group them into color families.

3. Texture Boards

• Materials: Boards with different textures, such as sandpaper, felt,

and velvet.
• Activity: Children feel the textures and describe them or match
pairs with the same texture.

4. Smelling Bottles

• Materials: Small bottles filled with various scents, such as vanilla,

peppermint, or lemon.
• Activity: Children smell the bottles and match or identify the
scents.

5. Thermic Bottles

• Materials: Small bottles filled with water of varying temperatures.

• Activity: Children hold the bottles and sort them by temperature.

6. Baric Tablets

• Materials: Tablets of varying weights.

• Activity: Children hold the tablets and sort them by weight, often
using a scale to check their accuracy.

7. Geometric Solids
 • Materials: 3D geometric shapes such as spheres, cubes, and
pyramids.
• Activity: Children feel the shapes, name them, and match them to
corresponding cards or outlines.

8. Pink Tower

• Materials: A series of ten pink wooden cubes, each progressively

smaller.
• Activity: Children stack the cubes from largest to smallest to form
a tower.

9. Brown Stairs

• Materials: Ten brown prisms of the same length but different

heights.
• Activity: Children arrange the prisms in order from thickest to
thinnest.

10. Knobbed Cylinders

• Materials: Four blocks, each with ten cylinders of different

dimensions.
• Activity: Children remove the cylinders and then replace them in
the correct holes.

Benefits of Montessori Sensorial Activities:

1. Development of Senses: Enhance visual, auditory, tactile,

olfactory, and gustatory senses.
2. Concentration: Encourage focused attention and mindfulness.
3. Fine Motor Skills: Improve hand-eye coordination and dexterity.
4. Cognitive Skills: Foster critical thinking, problem-solving, and
categorization.
5. Independence: Allow children to work independently and at their
own pace.
These activities are foundational to the Montessori philosophy,
emphasizing hands-on learning and self-discovery.
 Introduction to Language
Language is a system of symbols with an agreed upon meaning that is
used by a group of people. Language is a means of communication
ideas or feelings by the use of conventionalized sounds and signs, thus,
being the spoken and written language.

The History of Language

It is a human tendency to communicate with others and this could
underlie the emergence of language. Montessori said, “To talk is in the
nature of man.” Humans needed language in order to communicate,
and soon, the powers that come with language were revealed. The
evolution of the human language began when communication was
done through pictograms or pictures and drawings. It then developed
into ideograms when pictures began to turn into symbols. Later, these
symbols became words, words involved letters, vowels emerged, one
symbol came to represent one sound, an alphabet was created, and
then came the alphabet we now use today. And just as language
evolved hundreds of thousands of years ago, it also changes with each
generation. Unneeded words are dropped and new words come into
use. Language rose and continues to rise with the collective
intelligence.

The Language Development of the Child

When the child arrives in the Montessori classroom, he has fully
absorbed his culture's language. He has already constructed the spoken
language and with his entry into the classroom, he will begin to
consolidate the spoken language and begin to explore the written
forms of language. Because language is an intrical involvement in the
process of thinking, the child will need to be spoken to and listened to
often. The child will need a broad exposure to language, with correct
articulation, enunciation, and punctuation. The child will need to
experience different modes of language and to hear and tell stories.
Most importantly, the child needs to feel free and be encouraged to
communicate with others. With the child's absorbent mind the child by
age six will have reached the 3rd point of consciousness in language
where he understands that sounds and words have meaning and that
Sorting Symbols Writing on Paper Upper and lower case Capial letters,
Periods, Commas and Questions Creative Writing Phonetic Object Box
Phonogram Object Box Activity Words Puzzle Words 1 Little Booklets
Reading Folders Phonogram Dictionnary Puzzle Words 2 Reading
Classification these symbols can be used in writing. He will become fully
articulate, he will be able to express himself in writing, he will be able
to read with ease, and have a full comprehension of the thoughts of
others.

The Prepared Environment

To help the child in his development in language, the Montessori
classroom is designed to help the child reach the 3rd period of
consciousness. Because the learning of language is not done through
subjects as in a normal classroom, the child is learning at his own
rhythm. This allows the child to concentrate on the learning of each
important step in language so that each progressive step is done easily
and without any thought on the part of the child. The special material
also plays an important role in aiding the child develop the powers of
communication and expression, of organization and classification, and
the development of thought. But the most important tool in the child's
learning of language lies within the directress. She must support the
child in his learning, give him order to classify what he has learned, to
help the child build self-confidence, and to provide the child with
meaningful activities. The directress is the child's best source in
language development.

Language Completions of the First Plane

As the child leaves the Montessori classroom after the age of six, he will
have become an articulate person, being able to communication his
feelings in well-formed sentences and in writing. He will be able to
write these thoughts and feelings in a skillful handwriting. He will have
the ability to write in different styles and about a variety of subjects.
The child will have total reading and a sense of the home language at a
level where he will be the master of his words.
Montessori language activities are designed to help children develop reading,
writing, speaking, and listening skills. These activities are carefully structured to
build a strong foundation in language through hands-on and engaging methods.
Here are some key Montessori language activities:

1. Sandpaper Letters
• Materials: Letters made from sandpaper mounted on wooden
boards.
• Activity: Children trace the sandpaper letters with their fingers
while saying the sound of the letter, which helps them learn letter
shapes and sounds.

2. Moveable Alphabet
• Materials: A box containing letters of the alphabet, often in both
uppercase and lowercase.
• Activity: Children use the moveable alphabet to form words and
sentences, allowing them to practice spelling and word formation.

3. Object Boxes
 • Materials: Small boxes containing objects or pictures representing
various phonetic sounds or themes.
• Activity: Children match objects or pictures with corresponding
labels or words, aiding in vocabulary development and sound
recognition.

4. Language Cards
• Materials: Sets of cards with pictures and corresponding words.
• Activity: Children match pictures to words, learning to recognize
and read words associated with familiar objects.

5. Phonetic Reading Books

• Materials: Simple books with phonetic words and short sentences.
• Activity: Children practice reading these books to reinforce
phonetic knowledge and develop reading fluency.

6. Writing Practice
• Materials: Chalkboards, sand trays, or paper for writing practice.
• Activity: Children practice writing letters, words, and sentences,
improving their handwriting and writing skills.

7. Sound Games
• Materials: No specific materials needed; can use everyday
objects.
• Activity: Play games that involve identifying and isolating sounds
in words, such as "I Spy" with initial sounds or rhyming games.

8. Storytelling and Oral Language

• Materials: Props, pictures, or no materials at all.
• Activity: Children engage in storytelling, discussions, and oral
language activities to develop speaking and listening skills.
9. Grammar Symbols
• Materials: Symbols representing different parts of speech (e.g., a
large black triangle for nouns, a red circle for verbs).
• Activity: Children use grammar symbols to label words in
sentences, learning about parts of speech and sentence structure.

10. Reading Classification

• Materials: Cards with words and pictures sorted into categories.
• Activity: Children classify and organize the cards, developing
comprehension and categorization skills.
 Introduction to Mathematics
The Montessori method introduces mathematics to children in a
concrete, hands-on way, making abstract concepts more understandable.
The Montessori math curriculum progresses from concrete to abstract,
helping children develop a strong mathematical foundation through
exploration and discovery. Here are the key components and activities
involved in Montessori mathematics:

Key Components of Montessori Mathematics:

1. Concrete to Abstract Progression:

o Children start with tangible materials to understand
mathematical concepts before moving to abstract
representations.
2. Self-Correction:
o Materials are designed so that children can identify and
correct their own mistakes, fostering independence and
confidence.
3. Sequential Learning:
o Activities are presented in a logical sequence, building on
previous knowledge to introduce more complex concepts.
4. Hands-On Learning:
o Emphasis on manipulating physical objects to understand
numbers, quantities, and operations.

Montessori Math Materials and Activities:

1. Number Rods:

• Materials: Ten rods of varying lengths, from 10 cm to 1 meter,

divided into sections painted alternately red and blue.
• Activity: Children arrange the rods in order from shortest to
longest and count the sections to learn number names and
quantities.
2. Sandpaper Numbers:

• Materials: Numbers made of sandpaper mounted on wooden

boards.
• Activity: Children trace the numbers with their fingers to learn
number shapes and reinforce tactile and visual memory.

3. Spindle Box:

• Materials: A box with compartments numbered 0-9 and a set of

spindles.
• Activity: Children place the correct number of spindles in each
compartment, learning to associate quantities with numerals.

4. Cards and Counters:

• Materials: Number cards and a set of counters (e.g., small beads

or disks).
• Activity: Children place the correct number of counters beneath
each card, reinforcing the concept of quantity and number
recognition.

5. Golden Beads:

• Materials: Beads representing units (single beads), tens (bars of

10 beads), hundreds (squares of 100 beads), and thousands (cubes
of 1000 beads).
• Activity: Children use the beads to perform addition, subtraction,
multiplication, and division, understanding place value and the
decimal system.

6. Teen and Ten Boards:

• Materials: Boards with numbers 10-19 and 10-99, and

corresponding numeral cards.
• Activity: Children use the boards and cards to construct and read
numbers, learning about teens, tens, and place value.
7. Stamp Game:

• Materials: Small tiles (stamps) representing units, tens, hundreds,

and thousands.
• Activity: Children use the stamps to perform arithmetic
operations, reinforcing place value and operational understanding.

8. Bead Chains:

• Materials: Chains of beads in lengths corresponding to numbers

1-10, and squares and cubes of numbers.
• Activity: Children count the beads, learning skip counting,
multiplication, and squaring and cubing of numbers.

9. Fraction Insets:

• Materials: Circular metal insets divided into fractional sections.

• Activity: Children manipulate the insets to understand fractions,
equivalence, and the relationships between different fractions.

10. Geometry Cabinet:

• Materials: A cabinet containing drawers with various geometric

shapes.
• Activity: Children explore the shapes, learning their names and
properties, and beginning to understand geometric concepts.

Benefits of Montessori Mathematics:

1. Deep Understanding: By handling physical objects, children
develop a profound and intuitive grasp of mathematical concepts.
2. Confidence: Self-correcting materials allow children to learn from
their mistakes, building confidence and independence.
 3. Engagement: Hands-on activities make learning math enjoyable
and engaging.
4. Foundation for Advanced Learning: The concrete understanding
established in early years supports the transition to more abstract
mathematical thinking in later years.
5. Logical Thinking: Sequential activities develop logical thinking
and problem-solving skills.

Montessori mathematics aims to cultivate a love for numbers and a deep

understanding of mathematical principles through interactive, child-
centered learning.