According to Montessori, “A child’s work is to create the person he/ she will become.” Children are born with special mental powers that aid in the work of their own construction. But they cannot accomplish the task of 
self-construction without purposeful movement, exploration, and discovery of their environment. They must be given the freedom to use their innate powers to develop physically, intellectually, and spiritually. A Montessori classroom provides this freedom within the limits of an environment that develops a sense of order and self-discipline.
Dr. Montessori believed that no human being is truly educated by another person.
For the most part, people teach themselves. A truly educated individual continues learning long after the hours and years spent in a classroom because he or she is motivated from within (intrinsically) by a natural curiosity and love for knowledge. Montessori’s experiments made children the center of education; her program was adapted to the interests and needs of children.
As a result, children concentrate with enthusiasm and achieve a real and profound understanding of their work. 
This intellectual progress is accompanied by emotional growth. The children become harmonious in movement, independent in work, and honest and helpful to one another.
It is important that before children are given the “freedom” of choice that there be a respect for the structure, discipline, and boundaries that are in place. The class is like a “little society” affording children freedom of both movement and speech. With freedom comes the inherent discipline and respect for others.
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