Montessori is based on a profound respect for the child's personality. The child works from his or her own free choice and is allowed a large measure of independence. This forms the basis of self-discipline. As the children progress at their own pace and successfully complete the self-correcting exercises, they develop confidence in their ability to understand their accomplishments. As students get older they acquire more responsibility, accountability, and freedom.

A child can work with older children in one subject, younger children in another, and still have social interaction with children his or her own age. Mixed age groups permit younger children a series of models for imitation, and older children have the opportunity to reinforce their own knowledge by helping the younger ones. Older children's self esteem increases with this leadership role.

Sensitive periods are described as "windows of opportunity" when the child shows unusual capabilities in acquiring specific skills. Another name for this phenomenon might be "formative periods" in which a child is psychologically attuned to acquire given ideas or skills more readily than at any other period. Examples of the "sensitive periods" are for acquiring a sense of order - 2 1/2 to 3 1/2 years of age, for precise movement and coordination- 2 1/2 to 4, for writing- 3 1/2 to 4 1/2, and for reading and numbers- 4 to 5. Recent studies show that 80% of a child's mental development is complete by the age of six.

Children naturally pride themselves in doing purposeful and meaningful activity. For this reason, exercises are referred to as "work." Children have a sense of the worth and value of their work. They choose all activities eagerly and spontaneously, and become totally involved. The work process involves attaining skills, refining abilities, developing sensitivities, strengthening concentration, solving problems, building self-esteem, and achieving new insights.