“The child is the builder of the adult.” The Discovery of the Child, Maria Montessori
Based on scientific knowledge, fruit of direct observation of children in a specially adapted environment, Montessori Pedagogy is based on the concept of the absorbent mind.
Each child goes through so-called “sensitive” periods during which he is entirely “absorbed” by a specific element of his/her environment. He/she shows a capacity for concentration and exceptional learning.
These periods are transitory, so it is essential that the environment offers the child the means to develop these different sensitivities. This is how the child finds the necessary elements for his physical, psychic and intellectual construction.
“Help me to do it myself“.
The environment and the equipment allow the development of motor skills in a systematic and progressive way. By means of self-correcting scientific material, the child acquires a refinement of his senses through a freely chosen activity.
The educator shows the use of the equipment and ensures a constant and attentive presence. The child experiences him/herself as an individual capable of fulfilling his/her desires by acting on his/her environment.
By evolving freely in the educational environment, the child creates a relationship with each of the objects that surround him and the spaces reserved for him. The educator learns how to respect the rhythm of each child while promoting independence.
By allowing the “control of the error” without any external intervention, without judgement, the material demonstrates that any action has consequences and that mistakes are part of the learning process.
The educator, specifically trained, accompanies and guides the child based on careful observation and attentive listening. He/She is the guardian of the class atmosphere, ensuring that it is always rich, welcoming and stimulating. His/Her role is to encourage children in their efforts to build their personality, respecting differences in rhythm and sensitivity. Through his/her action and his/her way of being he/she seeks to create a climate of security, trust and attention, essential to the balanced development of the child.
Today, educational circles agree on the need to:
individualized teaching that takes into account the personal evolution of each child
the importance of self-activity, an essential factor in learning and a source of self-confidence
the link between psychomotricity and the development of intelligence
see the error as the source of progress: to be able to act and control one’s own mistakes favors independence, the capacity for memorization and the pleasure of learning
Recent discoveries in neuroscience confirm the accuracy of the pedagogical applications advocated by Maria Montessori and allow a quality and a great coherence in the basic acquisitions. These achievements are long-term and lay the foundation for future knowledge.
Multi-level classes during the school years promote awareness of others, a sense of responsibility and a mutual emulation, which is the opposite of competition.
As a result, Montessori pedagogy fits in perfectly with the educational projects promoted today by public institutions, enabling the implementation of a responsible educational vision that is adapted to the needs of children. It meets the requirements of a society in constant evolution, open to the world and respectful of everyone.
