The following is a translation of an article featuring MST in the International School Times (Nov 2, 2024), “幼小中まであるモンテソーリ・スクール・オブ・トウキョウ（MST）の学びとは” by Manabu Murai (村井裕美).
The Montessori School of Tokyo (MST) is located in Minato-ku, and is the only international school in Japan where children of various nationalities can learn through the Montessori method in a curriculum that spans preschool to middle school. MST is Japan's first school certified by the International Montessori Council (IMC), with teachers trained by the Association Montessori Internationale (AMI).
Situated in a quiet residential area in Minami-Azabu, Minato-ku, we had the opportunity to visit the Montessori School of Tokyo (MST) and tour the campus under the guidance of Head of School James Moore.
MST, with three campuses, serves children from 18 months to 15 years old. Notably, MST's approach emphasizes fostering children's independence and self-discipline, encouraging them to achieve things on their own, a hallmark of Montessori education from preschool through middle school.
The smallest class, "Little People" (18 months to 3 years old), is housed in a homely standalone building (during our visit, the children were out for an excursion). The indoor spaces are tastefully decorated, putting emphasis on child independence. For example, the tablecloths have embroidered outlines for plates and cutlery, helping children set the table by themselves.
The children develop independence through small, intentional steps: if they want to draw on a blackboard, they first retrieve a small box containing erasers and chalk, and after finishing, they return the items to their original place.
This process of engaging children in multiple steps is intentional. Moore explains, “This is called 'myelination'—moving the body and engaging all senses accelerates brain development.” Physical activities, such as blowing their noses or setting tables, foster cognitive growth.
The Montessori curriculum encourages such hands-on activities as they promote neural connections through myelination. For example, children are encouraged to use tissues on their own rather than having teachers do it for them. The teacher may say, “Your nose is running; check in the mirror,” guiding the child to blow their nose and discard the tissue in the trash.
Moore notes that young children have an "absorbent mind," learning effortlessly in their early years as they naturally explore and learn by touching, drawing, and interacting with friends.
Near the Little People campus is the "Sunshine" classroom for 3- to 6-year-olds, as well as the elementary campus. The Sunshine classrooms are impressively quiet, as children are deeply engaged in their chosen activities, reflecting a calm atmosphere rather than a tense silence.
According to Moore, the children are free to study, prepare snacks with friends, exercise, or play in the garden. Teachers serve as "guides," creating environments that foster independence and a range of choices.
The garden offers a sizeable outdoor area with grapevines and lush greenery. Children can freely go outside after informing a teacher, fostering accountability and responsibility.
Montessori materials are spread throughout the classroom, aiding children in learning concepts through sensory experiences. For example, beads help teach math concepts; single beads, strands of ten, and squared sets help children grasp numbers, addition, subtraction, and even square and cube concepts.
In the Sunshine classrooms, children carry out various tasks, with each table occupied by different projects. Some students are studying a large encyclopedia, others are working on math using fraction tools, and in another room, students are researching and making udon noodles as part of a group project.
Older children develop collaboration skills by working in groups, often involving multi-age groupings. Moore explains that younger children learn from observing older peers, while older children build leadership skills by helping the younger ones.
At MST, students choose their activities, which are based on interests, and develop teamwork, problem-solving, and time-management skills. The curriculum encourages them to explore interests across subjects within three-year cycles, with the guidance of teachers to ensure a balance.
At the middle school campus, preparations were underway for the graduation ceremony. One student practiced piano alone, highlighting MST’s respect for individual choice. In the kitchen, others were baking muffins as part of a "micro-economy" project, in which students experience entrepreneurship, from managing funds to strategizing sales.
With music and art studios but no sports facility on campus, MST borrows external gym facilities for PE classes.
When asked if allowing children to pursue only their interests might lead to an imbalance, Moore reassures that as long as children are passionate, they can engage deeply in any subject, be it drawing, history, or mathematics. However, over three years, teachers ensure exposure to all curriculum areas.
MST values the process of learning over perfection, as emphasized in its logo, featuring a deliberately imperfect hand-drawn circle.
–Translated by Maria Hovi