Teachers must understand that the Montessori preschool environment has a structure that provides individual choices for the children to explore, instead of a stringent regimen and curriculum. Children, typically ranging in age from 3 to 6 years old, are encouraged to pursue interests and activities that capture and fascinate them, to the point of saturation. Children possess ownership of the study program to a certain degree. This active ownership provides a sense of community and responsibility in the children, allowing them to develop more freedom in their social relationships, as well as take pride in their accomplishments.
The Montessori physical classroom environment is a downsize version of the outside world, only it is equipped with carefully selected materials that a child can readily understand and absorb. The study courses and exercises relate directly to the child, and begin simply enough to pique interest and curiosity, rather than overwhelm the student. Teachers allow the children to proceed at their own relaxed pace. Children pick more-complex exercises and studies after mastering the simpler tasks.
The teacher's role involves establishing order and preparing the classroom -- arranging the materials, setting forth challenges, programing activities. Rather than planning activities for the whole class, the teacher patiently and keenly observes each student's needs and interests. Observation of the student plays a more-significant role in the Montessori method of teaching. The Montessori teacher develops intimate relationships with the parents, in order to discover the child's innermost interests.
The Montessori preschool classroom provides an uninterrupted five-day learning experience. Teachers benefit in the long run when attending five consecutive days with their students, since it fosters a more-thorough socialization and spontaneous learning experience. The more the child becomes accustomed to the increased term during the week, the lesser the chance of the child losing interest in special projects and activities. The five-day week helps with focus and discipline, while the two-day weekend rest period serves as a reward and rejuvenation period.
Teachers must understand that parent participation serves as a bonding process among student, teacher and family. Each family is encouraged to donate at least 15 hours to school activities within an academic year. The activity choices vary and can include special home study projects, important school events and in-classroom observation and participation. Any extra time spent with the school is encouraged, and the events or activities are always scheduled in the evenings or on weekends, to accommodate the parent's schedules.