Building Relationships Following Montessori Principles

At Southbank Montessori; We Will Build Relationships By:

  • Developing collaborative partnerships with families and children to enhance children’s well-being and learning
  • Recognising the family as the child’s first and most important teacher
  • Respecting and valuing the child’s home culture and incorporating this cultural diversity of families in our daily practice
  • Interacting with all stakeholders equitably and respectfully
  • Ensuring that the Service connects with the values and beliefs of the diverse children’s cultures and communities by encouraging families to share cultures and beliefs
  • Providing opportunities for families to communicate with us about their child’s learning
  • Providing opportunities for families to learn about the Montessori method of Education
  • Creating opportunities for families to be involved in decisions about their children

At Southbank Montessori; We Will Implement the Montessori Philosophy By:

  • Acknowledging that children’s interactions with the materials and their environments are their work to build themselves
  • Referring to children’s choices in the prepared environment as their work
  • Preparing environments for the child with only the child in mind
  • Allowing children freedom of choice in the prepared environments
  • Ensuring materials and activities are easily accessible for children
  • Programming for minimal interruptions
  • Allowing time for repetition to consolidate learning
  • Providing a comprehensive range of developmentally appropriate Montessori materials for plane 1 of development
  • Providing a comprehensive range of developmentally appropriate Montessori materials for each of the 5 Montessori curriculum areas – Language, mathematics, practical life, sensorial and cultural

Providing a comprehensive range of developmentally appropriate Montessori materials which are:

  • Self-correcting
  • Allow for individual exploration
  • Allow for spontaneous interaction
  • Encourage problem solving
  • Isolate concepts to be taught

Providing a selection of developmentally appropriate non-Montessori materials which reflect Montessori principles of:

  • Simplicity
  • Beauty
  • Isolation of concept to be taught
  • Demonstrating the use of the Montessori and non- Montessori materials to enable children to experience success

Presenting Montessori and non- Montessori materials in a sequential manner enabling children to build on previous knowledge and make links to earlier experiences:

  • Role modelling grace and courtesy
  • Role modelling equity and respect
  • Teaching children socially appropriate behaviours
  • Seeking, documenting and implementing children’s input into the prepared environments and materials, we provide interests

Observation methods will include the following methods but are not limited to:

  • Anecdotal
  • Running records
  • Learning stories
  • Photographic records
  • Individual learning portfolios
  • Programming and planning for individual children and whole group based on these observations and educators’ reflections on them
  • Using the Montessori curriculum and the Montessori materials first and foremost in all programming and planning for individual and the group.
  • Using documented observations and reflections of the child’s interactions with the Montessori materials as they progress through the curriculum areas in all learning
  • domains as a significant indicator of developmental progress
  • Valuing the input of relevant professionals in planning and programming for individual children
  • Providing opportunities for individual and small group interactions
  • Empowering children to make decisions about working independently or with others
  • Not expecting children to share materials or activities
  • Ensuring that inside and outside learning environments are prepared with equal attention to Montessori principles
  • Allowing children freedom of choice of inside or outside learning environments where possible
  • Recognising that children work for the process and not the end product and
  • encouraging and acknowledging effort and achievement in that process and not a finished product & displaying children’s work only at their request
  • Using acknowledgment and encouragement not reward


We welcome you to contact us to express your interest in enrolling
your child and taking a tour of one of our centres.