Practical Life Dr. Montessori developed structured exercises for the classroom to help the child satisfy his/her need for meaningful activity. For these exercises she used familiar objects such as buttons, brushes and jugs which the child recognizes from his/her home experiences. For the young child there is something special about tasks, which an adult considers ordinary, such as washing dishes and polishing shoes. They are exciting to the child because they allow him/her to imitate adults and gain his/her independence. Although the Practical Life exercises may seem simple and common place, each task indirectly helps the child to develop fine and gross motor skills, hand-eye co-ordination, independence, social awareness, self-esteem, concentration and logical thinking. They also satisfy the child's need for order and indirectly prepare the child for reading, writing or mathematics, laying solid foundations on which to build for the future.

Sensorial A young child meets the world through the constant use of all his/her senses. Dr. Montessori felt that this was the ideal time to give the child equipment which would enable him/her to understand the many impressions the child receives through them. The Sensorial materials in the Montessori classroom help the child to become aware of detail by offering him/her, at first, strongly contrasting sensations slowly becoming more subtle. Each of the Sensorial materials isolates one defining quality such as dimension, colour, weight, shape, texture, size or sound. The equipment emphasises one particular quality by eliminating or minimising other differences. The child learns to distinguish, categorise and to relate new information to what he/she already knows. The materials also prepare the child indirectly for mathematics and language.

Language A child's language is crucial for all areas of his/her development. Dr. Montessori believed that the child's language needed to be constantly supported from entry into nursery. The Montessori materials lay solid foundations for reading, writing, increased vocabulary and listening skills. The materials of Practical Life and Sensorial prepare the child for the use of the language materials. The phonic approach to reading and writing is used initially. Through the non-competitive and individual approach the child gains a real enthusiasm for language in all its forms.

Mathematics Dr. Montessori demonstrated that if a child has access to mathematical equipment in his/her early years he/she can easily and joyfully assimilate many facts and skills. She designed materials to represent all types of quantities that the child can touch, handle and put in order. Later, by combining this equipment, sharing it, counting it and comparing it, the child can perform the basic operations of arithmetic. This activity gives him/her the satisfaction of learning by discovery rather than being taught. He/she therefore maintains an early enthusiasm and a positive feeling for the world of numbers.

Culture Extensions Dr. Montessori believed that through culture we become thoroughly educated. She described the cultural curriculum as a seed, planted at an early age. The child can classify and clarify the world around him/her and can adapt himself/herself to his/her place in society. History, Science, Geography, Botany, Music, Movement, and Art are all covered in the cultural curriculum.