The Greece Montessori School was established in 1971 by an interested group of parents who had met monthly for a year to study Montessori and then decided that there was a need in the area for a school offering the Montessori curriculum to pre-school children.

Maria Montessori was the first woman physician in Italy. An educator and humanitarian, she devoted her life to the study and observation of children. Her work was initially inspired by an interest in mentally deficient children. She developed a method of self-education for young children within a planned environment using carefully designed materials and equipment. The results of her method led to the establishment of Montessori schools around the world. The movement came to the United States in 1915. Only recently, with the new focus on the great learning potential of early childhood, has the Montessori method flourished in the United States.

A Montessori parent is any parent who respects the child as an individual. Parents retain active interest in learning about the Montessori method and desire to continue the attitude at home.

Both child and parents are interviewed before acceptance into the school- the child to determine his/her general readiness for and response to the classroom environment; the parents to review with them the home-school interaction that is central to the Montessori environment and to acquaint them with the programs, policies and facilities. Early applicants will receive priority in class session placement. All students are enrolled provisionally. After the child's first six weeks in school, his or her parents will consult with the Director about the child's reaction to the classroom environment and program.

Greece Montessori enrolls children from the age of 18 months  through first grade. Preference normally is given to children who are under 4 years of age at the time of admission unless they have previously attended a Montessori school.

Greece Montessori School welcomes children of any race, religion, nationality, and ethnic origin.

The Montessori school is a "planned environment" where everything is proportioned to the child's size, is readily accessible, is movable to permit flexible arrangement, and is attractive. The children have the freedom to choose and work with the materials or activities they can successfully complete. They may work alone or with others.

The Practical Life Exercises (sweeping, polishing, pouring, etc.) are beginning activities which help the child develop coordination, a sense of order, concentration, and good working habits. Sensorial Teaching Materials are self-correcting and are designed to sharpen the senses and to help the child to refine the many impressions he or she receives. Academic Materials in reading, language, science, arithmetic, geography, and the creative arts complete the program. Social activities include the snack time, physical exercise, and game periods.

Basic to the Montessori philosophy is the concept that children are motivated from within by a natural curiosity and love for knowledge. The goal of early childhood education is to cultivate the child's own natural desire to learn and to develop the potential that lies within each child. This is achieved through a method of self-education within a "planned environment" using specifically design teaching materials. Modern research has also reinforced Dr. Montessori's observations that children between the ages of 2-6 years old pass through various sensitive periods of intense fascination for learning a particular activity or skill. The Montessori classroom encourages and invites the child to increase his or her learning ability during these sensitive states according to his or her own will and readiness.

Children acquiring basic skills in this natural way gain an early enthusiasm for learning and an inner personal dignity or independence.

The Montessori Director is a specially qualified person having intense training in observation of children and use of the Montessori teaching materials. Through his or her skilled observation of the child's sensitive stages of development, he or she guides the child and anticipates his or her needs. His/her task is to protect the child's right to work without intervening unnecessarily. The Director establishes a mutual regard between him/herself and the child.