Montessori at EIS

Can This Philosophy Really Help Your Child?

Montessori at Exupery International School

By Marianna Hodash
Photographed by Andris Sproģis

September 15, 2025

Recently, we invited Montessori specialist Evelīna Sproģe to meet with EIS teachers and share the key principles of this educational approach. Evelīna — a mother of four and founder of “Evelina’s Virtual School” — brings extensive experience working with children and leading workshops for parents and educators. In her lecture, she emphasized that Montessori is not just a method for specialized schools but an approach that can enrich any learning environment, at home or in the classroom. Here is our conversation with her that we hope will be helpful to all of the families out there.

— Why do Montessori principles matter not just in Montessori schools but for all parents and teachers, especially with preschoolers?

— People often associate Montessori with a narrow set of ideas, but in fact it is first and foremost a way of looking at children. Adults take the role of guides, not directors. It starts with how we think about children: with patience, respect, and the recognition that their efforts matter. Respect is revealed in details—for instance, how often we hurry a preschooler to put on clothes quickly. If we allow them the time, they gain not just the skill but the confidence that comes with mastering it themselves.

At home or in school, the key is to create an environment that supports independence. One practical example is the introduction of child-sized furniture, which Montessori insisted upon so that children could reach and use everything themselves. Today it feels obvious, but at the time it was a radical step toward treating children as capable participants in their own learning.

The more we understand child development, the easier it becomes to communicate and work with children. You don’t need to be a specialist to benefit from this perspective—basic awareness already makes a difference.

— What kinds of materials are used in Montessori education?

— There are five main groups: Practical Life, Sensorial, Language, Mathematics, and Culture (which covers subjects such as geography, biology, zoology, and physics). Each material isolates one idea.

Take the Pink Tower: ten wooden cubes from 10 cm down to 1 cm. Building it teaches more than balance. The child learns the word cube instead of block, discovers gradation from largest to smallest, and acquires vocabulary for size and shape. If this work is done on a mat, they also absorb action words like carry and bring. A simple material opens the door to geometry, movement, and language all at once.

— Why are the materials usually one color?

— To avoid distraction. Authentic Montessori materials are monochrome so that the child can focus on form or concept rather than being drawn to bright colors. Commercial “Montessori-style” toys often ignore this and turn into something different entirely.

— Up to what age can Montessori be applied? Is there a point when it’s too late to start?

— In fact, the Montessori approach can be applied from the moment a woman realizes she is pregnant. You can practice Montessori starting from toddlerhood and continue all the way through adolescence. The age group most people associate with Montessori is 3–6 years, the same as in Maria Montessori’s first school, the Casa dei Bambini. One of its distinctive features is the mixed-age classroom, where younger children learn from older ones, and the older children take on responsibility by guiding and helping. Another hallmark is the three-hour work cycle. If a child becomes deeply engaged, we avoid breaking their concentration. In primary school, lessons are woven through stories; for adolescents, learning often takes the form of projects that mirror real life—working on a farm, cooking, or managing tasks together. It’s always education through lived experience.

Montessori method training for teachers of Exupery International School

Don’t get too comfortable with who you are at any given time — you may miss the opportunity to become who you want to be.

To me, that means regularly asking yourself: “Who do I want to become?” In my forties, I decided I wanted to be someone who tries new things — at least once each. That simple question keeps you moving forward.

— And what if someone doesn’t know who they want to become? Where’s the starting point?

— You either grow or stay comfortable. Growth usually involves discomfort, but it leads to a better version of yourself. For example, I wanted to be more compassionate — so I volunteered at a children’s rehab center. Exposure creates understanding. You won’t know what you’re capable of until you step into the unfamiliar.

— Many people struggle with consistency. Any thoughts on how to stay on track with goals?

— My first step would be to encourage someone to understand how you are 'wired'. There are personality assessments like the Myers-Briggs Type Indicator (MBTI) and The Birkman Method that are incredibly insightful. My favorite assessment is CliftonStrengths which uncovers your natural way of thinking, feeling and behaving. From this assessment, I found out my top five strengths. To stay on track with my goals, I look for ways to use my strengths. The end result produces more energy and encouragement to keep driving toward my goal.

— To wrap up our conversation — what is one message you’d still want to leave with our readers?

— One of the concepts I hold closest to my heart can be summed up in two words: “Dare greatly.” It comes from a powerful speech delivered by Theodore Roosevelt in Paris over a century ago. The message is timeless — a reminder that real impact comes not from standing on the sidelines, but from stepping into the arena. Not from being a critic, but from choosing to engage, to try, and to risk. If you’ve never read “The Man in the Arena” quote, I encourage you to look it up.

— Here’s the excerpt I keep in my notes:

It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better.

The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood;

who strives valiantly; who errs, who comes short again and again, because there is no effort without error and shortcoming;

but who does actually strive to do the deeds; who knows great enthusiasms, the great devotions;
who spends himself in a worthy cause;

who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly,

so that his place shall never be with those cold and timid souls who neither know victory nor defeat.

— That idea — to dare greatly — is a compass I return to often. It’s not about perfection or always succeeding. It’s about showing up with courage.

Aaron Groff is the Head Coach for Global Operations of Leadership Development at a multinational company and an Associate Certified Coach (ACC) with the International Coaching Federation. Learn more about Aaron on LinkedIn.

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