Ocean View’s educational approach is firmly rooted in the innovative philosophy of Dr Maria Montessori (1870–1952), whose unique perspective transformed early childhood education worldwide. As a pioneering medical doctor, Montessori’s passion for education grew from her work with children facing physical and developmental challenges. Her remarkable success in helping these children achieve academic and personal growth led her to critically examine traditional teaching methods, which she believed often limited children’s potential. This spirit of determination and belief in the innate abilities of every child became the foundation of the Montessori Method.
Recognising the importance of early stimulation and holistic development, Montessori established her first school, the “Casa dei Bambini,” in Rome in 1907. This ‘Children’s House’ became the prototype for Montessori pre-primary education, focusing on the years from birth to six as essential for lifelong learning. At Ocean View, we honour this legacy through our daily practise in delivering a curriculum that nurtures curiosity, independence, and a love for discovery through hands-on, meaningful experiences.
The effectiveness of the Montessori Method is now well supported by contemporary research. A 2017 study published in Frontiers in Psychology found that Montessori-educated children consistently outperformed their peers in executive functioning, academic achievement, and social understanding (Lillard et al., 2017). For example, the study highlighted improved outcomes in reading, mathematics, and problem-solving abilities, and emphasised that Montessori pupils displayed greater creativity and intrinsic motivation compared to those in traditional settings. Additional research has confirmed the positive impact of Montessori education on long-term skills such as self-regulation, leadership, and adaptability, providing robust evidence for parents and educators seeking proven educational methods.
Since its establishment in 1994, Ocean View has witnessed first-hand the transformative outcomes of the Montessori approach. Our graduates have consistently demonstrated exceptional abilities in creative problem-solving. Our alumni are frequently recognised for their leadership, with many serving as class and school representatives in their secondary schools.
Today, Ocean View stands as a testament to the enduring relevance and adaptability of Montessori’s vision. Our vibrant learning community, shaped by evidence-based practice and decades of real-world experience, prepares children not just for academic success but for meaningful, empowered lives. Parents, educators, and stakeholders can be confident that Ocean View’s commitment to Montessori education is both historically grounded and forward-looking, continuing to inspire excellence and positive change in every child who passes through our doors.
Reference: Lillard AS, Heise MJ, Richey EM, Tong X, Hart A and Bray PM (2017) Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study. Front. Psychol. 8:1783. doi: 10.3389/fpsyg.2017.01783
The Montessori Child
Montessori had a very clear and fresh vision of what children need to allow for full and healthy development. Her original findings are now supported by neuroscience. It is very clear that a Montessori education really works for brain development, not just by filling it with knowledge, but in helping to manage knowledge and actions effectively. Neuroscientists now understand the function of the Pre-Frontal Cortex (PFC) in the human brain and describe it as a person’s ‘CHIEF EXECUTIVE OFFICER,’ controlling what is done, and when. A well-developed PFC allows an individual to concentrate, plan, predict, monitor, adjust and persist. These vital skills and abilities are now often referred to as ‘EXECUTIVE FUNCTIONS’. The Montessori Method promotes the development of such functions, originally referred to as the ‘NORMALISATION’ of the child. According to Montessori, the attributes of the normalised child should include: the ability to concentrate, a love of work, self discipline and positive social behaviour. This is what we strive for with each of our pupils, serving their individual needs and working hand in hand with families.
The Montessori Teacher
The two-year Diploma-level training is a comprehensive programme that covers modules on child development, observation, child health and safety, educational theories, contemporary issues, diversity in education, and the full Montessori curriculum. The programme consists of both theoretical modules and practical placements, culminating in a recognised qualification that enables graduates to teach in Montessori settings both locally and internationally. Graduates can expect to gain a thorough understanding of Montessori principles, classroom management, and best practices for supporting children’s growth and learning.
More than just a qualification, being a Montessori teacher is a way of life: the teacher embraces the role with humility and integrity, always striving to give their best to each individual child and their family. Montessori teachers present exercises to children individually or in small groups, working from simple to complex and always at the child’s pace. Unlike traditional approaches, Montessori teachers use specialised materials and encourage self-directed exploration, fostering independence and critical thinking in children. Careful record keeping and planning by the teacher ensures that each child’s progress is tracked and supported.
Our Grade R and Primary Teachers also hold B Ed Degrees or a PGCE in foundation phase education, further ensuring high standards of professional preparation and expertise.
The Montessori Environment and Teaching Materials
Based on her careful observations of how children learn, Montessori realised that a new type of learning environment was essential—one that would promote freedom of choice and movement while maintaining a sense of structure. This structure is established through a clear set of consistently enforced ‘ground rules’, ensuring the safety and well-being of all. The learning environment itself is ordered, beautiful, and inspired by nature; Montessori referred to it as a ‘Children’s House’, where elements such as plants and abundant natural light are thoughtfully incorporated to create a calming and inspiring atmosphere.
Within this thoughtfully designed space, children are provided with quiet places to read; areas to learn and work with friends or independently; places to create, play, eat, and relax—both indoors and outdoors. Each curriculum area features specialised Montessori teaching materials that are child-sized, real, and functional. All exercises are activity-based, fostering hands-on learning and discovery. For example, children might use bead frames to explore mathematical concepts, or practical life materials such as pouring and buttoning to develop fine motor skills and independence. Through these concrete experiences, children learn to solve problems and build understanding. Additional materials and resources are continually developed to support topic work, with curriculum content evolving through the three phases of toddler, pre-school, and junior primary. Take a look at our prepared environments
here.
Discipline
Our classroom ground rules provide a positive framework for discipline. ‘Walking carefully, talking softly, taking care of the equipment and being kind to others, are not only taught through example but also reinforced with consistent positive feedback. Teachers actively model these behaviours and use strategies such as acknowledging gentle voices, or giving validation when children handle materials with care, thereby encouraging respectful and supportive interactions in the classroom. If a child has difficulty following these rules, a positive solution is sought. For example, teachers may use gentle reminders, encourage children to reflect on their actions, or work collaboratively with the child and family to find ways to improve behaviour together. This practical approach ensures that discipline remains constructive and helps build a calm, supportive, and inclusive learning environment.