Dr. Maria Montessori, a brilliant Italian woman, a doctor, an anthropologist, a psychologist, philosopher and an educationalist, saw the inner goodness in children. She advised to nurture a child’s sense of wholeness; their mind, intellect, personality, temperament, body and most particularly spirit. Her vision of educating the whole child is an inspiration to all of us who choose to continue her work.

45 years of her adult life was devoted to education, she extensively researched and established her method of educating young children in the 20th century. We are now in the 21st century, and her legacy lives on, even more relevant today.

Her books and lectures described the nature and sensitiveness of a child’s magical mind, which she termed the Absorbent Mind. This unique mind of the child has a real constructive energy and intellectual powers. She stressed that there is a remarkable force in humans and this force is most powerful during the first phase of human life, which is the childhood phase from birth to six. Her belief is that children are endowed with the capacity to learn and they should be provided with a wealth of information to enrich their understanding of all aspects of the world.

Dr. Montessori was not just a theorist but a pragmatic educator, a genius who documented this unique teaching approach which she termed as scientific pedagogy, supported by teaching materials which were meticulously designed to fit the child’s hands. These materials have stood the test of time and geographical divide, as you can still find them in Montessori preschools, in any part of the world.

“ Children has shown me that humanity is one. ”
~ Dr. Maria Montessori

Lasting Principles

The Montessori environment was designed to be spaces where the perspective of the child was paramount.


When Dr. Montessori first designed her teaching materials, the concept of self-correction was very important to her. This self-correcting feature enables each child to develop independence, as well as fosters the child’s ability to progress at the pace that is unique and perfect for her.


An active learning style is nurtured in Montessori classrooms. The children are encouraged to seek answers to their questions, to follow their interests, and to develop to their fullest potential. The curriculum serves to answer each child’s needs, rather than bind each child in a rigid sequence. The children are motivated to learn and to excel, and consequently are empowered by feelings of intrinsic satisfaction and self confidence.

Each classroom is a living community. The children have the opportunity to establish friendships not just amongst their own age groups, but also with children younger and older than themselves. The mixed aged groupings create relationships that are satisfying to all. They thrived on routine, tidiness, communal meals, and above all, the freedom to move, choose and socialise in a non-competitive, calm and harmonious environment. They observed good manners spontaneously, and their social and intellectual capabilities were evident.

Over 108 years, these classrooms have been duplicated in all continents, except Antarctica. We at The children’s house are privileged to be able to see, year after year, this positive transformation of children in Malaysia and many others from different countries; this ‘normalisation’ process of children as described by Dr. Montessori

Why we believe in Montessori?

Dr. Maria Montessori, a brilliant Italian woman, a doctor, an anthropologist, a psychologist, philosopher and an educationalist, saw the inner goodness in children. She advised to nurture a child’s sense of wholeness: their mind, intellect, personality, temperament, body and most particularly spirit. Her vision of educating the whole child is an inspiration to all of us who choose to continue her work.

45 years of her adult life was devoted to education, she extensively researched and established her method of educating young children in the 20th century. We are now in the 21st century, and her legacy lives on, even more relevant today.

Her books and lectures described the nature and sensitiveness of a child’s magical mind, which she termed the Absorbent Mind. This unique mind of the child has a real constructive energy and intellectual powers. She stressed that there is a remarkable force in humans and this force is most powerful during the first phase of human life, which is the childhood phase from birth to six. Her belief is that children are endowed with the capacity to learn and they should be provided with a wealth of information to enrich their understanding of all aspects of the world.

Dr. Montessori was not just a theorist but a pragmatic educator, a genius who documented this unique teaching approach which she termed as scientific pedagogy, supported by teaching materials which were meticulously designed to fit the child’s hands. These materials have stood the test of time and geographical divide, as you can still find them in Montessori preschools, in any part of the world.

“ Children has shown me that humanity is one. ”
~ Dr. Maria Montessori

Lasting Principles

The Montessori environment was designed to be spaces where the perspective of the child was paramount.

When Dr. Montessori first designed her teaching materials, the concept of self-correction was very important to her. This self-correcting feature enables each child to develop independence, as well as fosters the child’s ability to progress at the pace that is unique and perfect for her.

An active learning style is nurtured in Montessori classrooms. The children are encouraged to seek answers to their questions, to follow their interests, and to develop to their fullest potential. The curriculum serves to answer each child’s needs, rather than bind each child in a rigid sequence. The children are motivated to learn and to excel, and consequently are empowered by feelings of intrinsic satisfaction and self confidence.

Each classroom is a living community. The children have the opportunity to establish friendships not just amongst their own age groups, but also with children younger and older than themselves. The mixed aged groupings create relationships that are satisfying to all. They thrived on routine, tidiness, communal meals, and above all, the freedom to move, choose and socialise in a non-competitive, calm and harmonious environment. They observed good manners spontaneously, and their social and intellectual capabilities were evident.

Over 108 years, these classrooms have been duplicated in all continents, except Antarctica. We, at The children’s house, are privileged to be able to see, year after year, this positive transformation of children in Malaysia and many others from different countries; this ‘normalisation’ process of children as described by Dr. Montessori

The Didactic Materials

Activities are home-like with real materials such as trays, jugs, bowls, spoons, ladles and tongs and dressing frames to enable the child to imitate physical task s. These tasks of carrying, spooning, transferring, and many more ultimately develops the child’s concentration, coordination of movement, sense of order and above all, independence.

Sensorial materials are multisensory, sequential and self-correcting designed to refine the child’s senses– visual, auditory, tactile, stereognostic, chromatic, gustatory and the sense of the temperature. The introduction of vocabulary is an integral part of the lessons.

The Didactic Materials

Practical Life
Activities are home-like with real materials such as trays, jugs, bowls, spoons, ladles and tongs and dressing frames to enable the child to imitate physical tasks. These tasks of carrying, spooning, transferring, and many more, ultimately develop the child’s concentration, coordination of movement, sense of order and above all, independence.

Sensorial
Sensorial materials are multisensory, sequential and self-correcting designed to refine the child’s senses visual, auditory, tactile, stereognostic, chromatic, gustatory and the sense of the temperature. The introduction of vocabulary is an integral part of the lessons.

The language materials enhance the child’s ability to control the writing instrument and to form the letters of the alphabet easily, using his/her stereognostic sense. The phonetic sounds of letters enables the child to decode words by identifying beginning, middle and last sounds. Practice with this technique enables the child to compose and read simple words, and eventually complex sentences.

Mathematical concepts consist of association of quantities to numbers, seriation, counting, matching and understanding more complex concepts such as zero, odd and even numbers and the four operations – addition, subtraction, multiplication and division. The decimal system materials are concrete and introduces the concept of place value.

Language
The language materials enhance the child’s ability to control the writing instrument and to form the letters of the alphabet easily, using his/her stereognostic sense. The phonetic sounds of letters enables the child to decode words by identifying beginning, middle and last sounds. Practice with this technique enables the child to compose and read simple words, and eventually complex sentences.

Number work
Mathematical concepts consist of association of quantities to numbers, seriation, counting, matching and understanding more complex concepts such as zero, odd and even numbers and the four operations – addition, subtraction, multiplication and division. The decimal system materials are concrete and introduces the concept of place value. 

Dr. Montessori also continually emphasised the importance of presenting children a whole view of the world. She developed new and advanced curriculum for the older children, termed cosmic education, and repeatedly stressed on evolution and the great interdependence of everything -The sun, water, atmosphere and the earth, a prelude to the sustainability projects of today.

Nature walks and talks were and still are part of school activities. Children were encouraged to observe and feel the roughness of the bark of a tree, the smoothness of the leaves and the fineness of the veins on leaves. The children then developed an affinity to life forms, and an entire leaf cabinet was for the botany shelf just for the children. An interesting and carefully maintained nature table is a very important feature of her classrooms.

Culture activities and projects increase the child’s understanding and knowledge of the world. The concrete materials support the projects and are classified under topics such as biology, botany, zoology, geography and history. Music, art and craft activities are well integrated within these projects.

Culture
Dr. Montessori also continually emphasised the importance of presenting children a whole view of the world. She developed new and advanced curriculum for the older children, termed cosmic education, and repeatedly stressed on evolution and the great interdependence of everything – the Sun, water,  atmosphere and the Earth, a prelude to the sustainability projects of today.

Nature walks and talks were and still are part of school activities. Children were encouraged to observe and feel the roughness of the bark of a tree, the smoothness of the leaves and the fineness of the veins on leaves. The children then developed an affinity to life forms, and an entire leaf cabinet was for the botany shelf just for the children. An interesting and carefully maintained nature table is a very important feature of her classrooms.

Culture activities and projects increase the child’s understanding and knowledge of the world. The concrete materials support the projects and are classified under topics such as biology, botany, zoology, geography and history. Music, art and craft activities are well integrated within these projects.

Get in touch with us!

+603-6203 3833

Customer Care Line operational hours are from Monday to Friday, 9:00am to 5:00pm. (Closed on weekends and national holidays.)

Or feel free to email your enquiries:

contact@thechildrenshouse.com.my

Schedule a Visit

Careers in TCH

If you have a deep passion and love working with children, email us at

career@thechildrenshouse.com.my

We welcome your feedback

For parent feedback on our schools and services, please email us at

feedback@thechildrenshouse.com.my

Get in touch with us!

+603-6203 3833

Customer Care Line operational hours are from Monday to Friday, 9:00am to 5:00pm. (Closed on weekends and national holidays.)

Or feel free to email your enquiries:

contact@thechildrenshouse.com.my

Schedule a Visit

Careers in TCH

If you have a deep passion and love working with children, email us at

career@thechildrenshouse.com.my

We welcome your feedback

For parent feedback on our schools and services, please email us at

feedback@thechildrenshouse.com.my