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The Montessori pedagogy

LIFELONG LEARNING !

The Montessori Pedagogy

LIFELONG LEARNING

Our education concept is based on the principles discovered and set out by Maria Montessori and on the questions that we have to ask ourselves, such as: Who is the child? What are its needs? How does it learn? What are the educational conditions to be fulfilled for it to learn and what are the consequences of this?

WHO IS THE CHILD

A newborn child must undertake construction work which, on the mental level, is reminiscent of what was carried out at the body’s level during the embryo stage.

Upon birth, the child embarks on a period of life which is no longer that of a physical embryo; instead it experiences a post-natal period as a “formative period which entails the child becoming a “spiritual embryo”.

WHAT ARE THE CHILD’S NEEDS?

« The child is not a vase that you fill, but a source that gushes out. »
Maria Montessori

HOW DOES THE CHILD LEARN?

Through research and observations, Maria Montessori discovered:

CONDITIONS REQUIRED FOR THIS LEARNING

The child requires an “ambiance”: what is involved is a physical and psychological location within which the child makes determining steps in his or her development. It is a framework that fulfils certain criteria, a stage for experimentation with relations with others, objects, oneself and freedom. It must be suited to the child being, and be set out, ordered and aesthetically pleasing. It must be possible to mix age groups there: a Montessori principle with cognitive and social goals.

And “the new teacher”: a humble observer and a patient guide, who understands the stakes involved in sensitive periods and the absorbing mind. The teacher offers resources that are suited to each child, maintains a good, calm, well-ordered ambiance, and accepts not being the group’s centre of interest. The teacher does not impose a pace, or any programme, and leaves the child free and active within the terms of the child’s development.

Consequences

The concentration that enables work and self-education in a learning process depending on the sensitive period.

And normalisation, which is the state of a child in good psychological health, experiencing harmonious self-development, with stable behaviour in relation to others and his or her work.

Corinne Chrétien

EDUCATION DIRECTOR

Corinne, who is a nursery school teacher by training, is an unconditional devotee of the Montessori educational approach. Having herself been a teacher, her accuracy and her concern for detail make her a rigorous trainer yet she also listens to the difficulties staff have out in the field. Her sense of observation and her softly-softly approach to educational matters make her a benchmark for the educational teams.

« The children of today are the adults of tomorrow. » – Maria Montessori

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