The Joycation is not just a typical school for getting Montessori education, but it is a path or route that provides children with a positive direction, help them with boosting their interest and achieving their goals. Our main focus is on the children’s learning things related to real life examples through hand-on practices. Our vision is to help children get quality education not just academically but also socially. The children need to be aware of every aspect of life that would help them grow, and increase their energy level.

Our mission is not only providing quality education to the children of elite class or those who can afford the early education easily, but also for those who are unable to strive the basic and early education. We are here to help the people who face the obstacles of this society in terms of education. For that purpose we are running schools since three years in rural areas of Balochistan, district Pishin, with the name DEWA Foundation. Our two campuses are providing free Education to 30% of children rest pay minimum fee just to sustain the ongoing operation. The basic concept behind The Joycation is that “A profitable school of The Joycation in metropolitan city will help us sustain a non-profit school of Dewa foundation in rural areas”.

Quality- our focus is on the people we work for (the children, their families, funding providers, and the community) and we will strive for excellence through evaluation and continuous improvement.
Caring- we are committed to performing our work with sensitivity and kindness.
Integrity- we are committed to act in an ethical, honest manner.
Respect- we believe that all people should be treated with consideration and dignity. We cherish diversity.
Responsiveness- we strive to be accessible, flexible, transparent, and to demonstrate a sense of urgency in our resolve and decision-making.
Teamwork- we are committed to effective partnerships between staff, committee members and the parent community.

Dr. Maria Montessori Philosophy

An Italian physician dedicated to working with young children, Maria Montessori developed a method for teaching children that focuses on the child’s learning ability as opposed to the teacher’s teaching. This method is was developed to emphasize on taking initiative and self-reliance. The Montessori Method guides children through a series of learning tools and techniques in a disciplined environment. Introduced in Rome in 1907, Montessori’s method has spread throughout the world in each generation of learners. This tremendous growth and worldwide embrace demonstrates the effectiveness of a true, hands-on experience. The finding concept in the Montessori philosophy of education is that every child carries an unseen man within him, the one he will become. To develop his physical, intellectual and spiritual powers to their fullest potential, he must have the freedom to explore the world around him with guidance in an orderly, disciplined environment. The world of a child is full of sights and sounds that at first appear chaotic. From this chaos, the child must gradually create order for himself and learn to distinguish among the impressions that he gets from his senses whether positive or negative. As this occurs, a child in a Montessori classroom will gain mastery not only of himself, but of his environment as well. ‘Why?’ is a natural question of a child. Why does the shape of this block fit with the others? Why is the water warm or cool? Why are there bubbles? Where does the rain come from? Why is the color of water different from the one in the sea? A Montessori setting provides an environment where these and many other questions can be explored not only by sight and sound, but by the touch of a child’s eager hand. The classroom, for a child, is an entire world rich for the senses — and all completely within each. Dr. Montessori recognized that the one truly valid impulse to learning is the self-motivation of the child. Children, if given the opportunity, will automatically seek knowledge and integrate himself and navigate learning at their own pace. Often times, and specifically for those topics that are naturally intuitive for the child, this pace can be far accelerated over that of a traditional classroom. A Montessori teacher – called a Director or Directress – prepares this environment, arranges the activities and implements those functions who are referred to real world examples, alongside offering the child with the necessary stimulation; but it is the child who learns. The child is motivated to learn from the tools and the tasks itself — not solely by the teacher’s personality or teaching practices, but this process is natural, the child will persist in his chosen task and seek additional knowledge as he masters the task at hand. It is said that a Montessori child is ‘free to learn’. This is true because a child taught in a Montessori environment has acquired an inner discipline from exposure to the physical and mental order of a Montessori classroom. This belief is a core of Dr. Montessori’s educational philosophy; patterns of concentration, perseverance and thoroughness, nurtured in early childhood help children to observe, think and judge. A Montessori education prepares children to rely on themselves as they set their journey through life. A Montessori classroom introduces children to the joy and satisfaction of learning and provides a framework in which intellectual and social discipline goes hand in hand.

How we are different

The Joycation Montessori Villa is Balochistan’s first ever Montessori school trying to implement the proper principles introduced by Maria Montessori, we believe in the Montessori Principle which says that children learn well when they are practically working with the material. Every child goes through the Four Stages of Learning, which are as follows
Exposure Stage
Guided Learning Stage
Independent Stage
Mastery Stage
Some students go through them faster than others. But in order to make all students succeed through these stages we help them learn through material. This requires time to practice. Our programs are designed for children aging from (3 to 6); one of the first differences an observer entering a Montessori classroom sees is that if the environment is child-centered or teacher-centered in most conventional settings. The tables and desks are not in rows facing the teacher standing at the blackboard. But instead children of various ages are spread out through the room working together or engrossed in their own individual work. The room is filled with the steady and busy in activities throughout. Rarely is the teacher’s voice heard above that of the children talking quietly to each other as they work. We have two intakes for admission purposes, namely fall and spring semesters. Fall semester starts in early Aug and ends in late Dec, whereas the spring semester begins in March and ends in mid-July. The timing of our school is kid’s friendly i.e. 9:30 to 12:30 from March to July and 10:00 to 01:00 from Aug to Dec. Summer vacation starts from 18th July to 30th July, and winter vacation are of two months i.e. Jan, Feb. Admissions offered will be limited, in our first intake we will only enroll 60 children, later on 30 children will be admitted every next semester. In most traditional school settings, academics tend to be the only focus, whereas, the Montessori Method focuses equally on social development and academic goals. Dr. Montessori wrote that it would be impossible to bring about mutual consideration and social development if children were kept motionless, seated side by side, because these conditions did not allow relationships between children. Through conversations the children are encouraged to solve problems by talking directly with one-another, with minimum teacher intervention. The adult in a Montessori classroom is called a director or directress because they have been trained to be the catalyst and guide in place of a teacher, who in a typical traditional school, is a vessel of knowledge in which the child must be filled. It is the directress’ responsibility to provide an environment that is child centered according to their interests and inclusive of sensorial materials presented in “real life” presentations. The child is given the freedom to choose work within an individualized plan, directly related to his or her needs from this structured and organized environment. It is within the carefully prepared classroom that the child is able to unfold spontaneously, encouraging the development of the person within, allowing the child to achieve his or her greatest, fullest potential. As the child begins to develop this inner self, a love of life and learning expands continuously.