Montessori pedagogy

“Let us not raise our children for the world of today.

 That world will have changed by the time they have grown up.”

MARIA MONTESSORI EDUCATION BASED ON SCIENCE

Developed from scientific, philosophical and educational concepts, it is an alternative pedagogy aiming to make the child the master of his life, by focussing on their sensory education.

It is based on :

– The knowledge of the child and their needs

– The respect of the child’s own rhythm and personality

– The concern of the child’s self-fulfilment while encouraging social integration

– The development of their autonomy, their will, sense of responsibility and self-knowledge.

 

This is possible due to 3 factors :

– The educator who stays in a secondary role, in the background

– The child’s ability to self-correct

– The use of adapted Montessori materials

The environment 2 – 6 years

 

The child knows instinctively what they need to evolve and develop. Thanks to the capacity of the child’s mind to absorb, they will be inspired by and use what surrounds them to learn. Their curiosity combined with their desire to explore, will encourage them to do activities themselves.

The child goes through “sensitive periods”, which correspond to their individual learning rhythm. During these phases, the child will be able to assimilate very quickly the particular themes to which he is actively sensitive. The Montessori teacher is able to analyze the child’s evolution and can then guide him/her to acquire each skill, without imposing a way of doing things and by keeping their own ideas in the background.

 The child is immersed in an environment designed to encourage activities using their senses. The Montessori tools that are present in their environment will allow them to experiment with various ideas. The child will be able to play with this sensory and progressive material on their own and at the same time take pleasure and enjoy it.  Everything is organized to be directly accessible by the child himself. The child can choose the object he/she would like to use or the activity he/she would like to do.

 Throughout the day the child works with different types of tools represented by four main areas:

 – Practical Life Area

The material here corresponds to everyday activities (pouring water into a glass, using a funnel, taking care of plants, sponging a table etc.). The child becomes more independent, improves the way they carry out such tasks, and takes satisfaction and pride in each success.

– Sensory Life Area

These tools allows the child to study differences, comparisons, colours, shapes, weights, smells, textures, temperatures… exploring themes related to biology, geography or music. The child will develop their own senses and better understand the world around him.

– Mathematics Area

Thanks to the knowledge acquired through the sensory aids, the child will be able to familiarize himself with quantities, their symbols, the decimal system, calculations…

 – Language Area:

The aids allow the child to develop language skills through the use of sandpaper letters to understand the sound of letters and movable letters to learn about writing. This allows the child to be introduced to writing which encourages the desire to start reading.

 During each activity, the child learns to look for solutions before asking for help. This allows them to develop their own independence and self-confidence. They learn to know their own strengths and weaknesses and learn to adjust their efforts by setting goals. The child can come and go freely, work alone or in groups. However, they must not disturb their classmates. They learn to respect themselves and others and learn to control their reactions and concentration.

 Throughout these three years, the child acquires a thirst for knowledge and becomes more responsible. Their evolution in a harmonious and caring environment allows them to be ready to enter elementary school in the best conditions.