An Education for Life
We propose an Education for Life, based on the principles of Maria Montessori education, a truly child-centred approach:
- Individualised: Respects each child’s rhythm
- Active: Promotes the development of independence and self-confidence
- Mixed ages: Matches the child’s developmental stages
- Sensorial: Drives a deep understanding and solid acquisition, of knowledge through use of specially developed materials
- Human: Enhances self-respect and respect for others
- Pacifist: Encourages confidence, cooperation, tolerance and communication
- Ecological: Teaches respect and care for nature and animals
- Scientific: Developed by Maria Montessori based on observational studies
- Universal: the same principles are practised in 22,000 schools in 110 countries, including 50 in France
The Evolution of the Child
The evolution of man took millennia, but if we take the time to observe children, we can see that in fact they evolve over a much shorter time: it only takes them a year or so to learn to walk and as sentient beings, we are constantly recalling hundreds of pieces of information per second just to breath and we take it all for granted.
Children in a Montessori environment evolve at their own pace; they conquer all the richness they have inside and learn to harness their potential, to use it to the best of their ability, to be the best they can be. As a result, the personal and emotional tools many of us are still trying to learn long into our adulthood are acquired by a Montessori child during school years.
The “Whole Child” approach
In a Montessori environment we look at the child in very holistic way – what we call the “whole child” approach.
Activities within and outside the classroom promote the development of social skills, emotional growth, and physical coordination as well as cognitive preparation. The holistic curriculum allows the child to experience the joy of learning and to develop self-esteem and independence.
The learning approach is supported by fully developed materials and a social climate which encourages discovery and personal development.
The idea of having mixed ages in the classrooms aims to let the children help each other and socialise. The children who help feel useful. They encourage each other to work. Children evaluate their own performance and correct their own mistakes.
The Montessori "Teacher"
What is called a teacher in traditional education is called differently in different languages in the Montessori method: a guide/teacher/director . Originally called a “Directress”, the Montessori teacher functions as a learning facilitator . She is a role model, designer of the environment, resource person, demonstrator, record-keeper and observer of each child’s growth and development.
She encourages, respects, and loves each child as a special, unique individual.
The guide/teacher/director provides necessary resources, including opportunities for children to function in a safe and positive climate. The guide/teacher thus gains the children’s trust, which enables them to try new things and build self-confidence.
She also provides support for parents and joins them in partnership to nurture the development of the child.
The Montessori Materials
Dr. Montessori’s observations of the kinds of “toys” which children enjoy and return to play with repeatedly led her to design a number of multi-sensory sequential and self-correcting materials which facilitate the learning of skills and concepts. Our teachers follow “Montessori principles” as they structure new activities for the classroom.
