Montessori Method
The Child…
Maria Montessori believed that every child carries a “secret,” a natural inclination toward learning and development.
The revelation of this secret occurs through an environment specifically prepared to encourage the child’s exploration and autonomy. The revelation of the Montessori child’s secret occurs when the child is free to express himself and follow his interests, without restrictions or limitations imposed by the adult.
In this way, the child can fully develop his cognitive, social and emotional abilities, becoming an independent, creative and self-confident individual.
...and the Adolescent.
Adolescence is a delicate period, but full of possibilities. It is when feelings such as justice and dignity develop, preparing young people to be part of society.
Although they may be confused and emotional, the adolescent has a strong desire to discover themselves and the world.
Adults must protect and encourage them on this journey, helping them to understand their place in the world. The Montessori school does not limit itself to teaching, but also offers social life experiences to prepare young people for adult life.
The Montessori school aims to promote the complete development of each individual, not only academically, but also socially, emotionally and morally. The goal is to prepare children and young people to become aware and responsible citizens, capable of contributing positively to society.
The Environment
The environment is of fundamental importance in the Montessori method, so much so that it is considered a true “master of independence and autonomy“. The design and creation of a Montessori environment must follow some fundamental principles.
Freedom is one of these principles: the prepared environment must guarantee the child freedom of movement, exploration and social interaction with others. Order is another key principle. During the age group between 3 and 6 years, the child is particularly sensitive to order and finds security in an orderly environment. Beauty also plays a crucial role: the environment and materials must be attractive, capable of encouraging the child to activity, transmitting peace and tranquility.
Another fundamental aspect is nature. For Maria Montessori, nature is an essential source of inspiration. The child needs to experience nature, not just learn about it, through activities that interest him and that fully involve him.
The teacher
Montessori emphasizes the importance of awakening and developing the spiritual potential of children rather than simply imparting teachings. The task of the teacher is demanding and requires not only careful observation, but also wisdom in observing, serving and responding to the needs of children with calm, patience, charity and humility. The goal is to create an environment in which the teacher acts as a link between the educational material and the child, with a thorough knowledge of the material itself and a particular care for the order of the environment. It is also important to ensure that the child can work in peace and undisturbed.
Free choice
Montessori believed that it was essential for the development of the child to allow him to make autonomous choices within the educational environment. This means offering the child a variety of activities and materials to choose from, allowing him to follow his own interests and pace of learning. Free choice promotes the child’s autonomy, responsibility and resourcefulness, allowing him to explore and discover the world around him in a meaningful and satisfying way.
The environment is designed to encourage this freedom of choice, with materials arranged in an orderly and accessible way.
Free choice is accompanied by the principle of repetition of exercises, while individual activity is encouraged to help children and young people develop self-confidence.
The material
Conceived by Maria Montessori, the materials were designed to accompany children in the different stages of their development.
They offer a variety of sensory and manipulative experiences that allow children to explore concepts such as color, shape, size, roughness, weight and temperature from the early stages of their growth. Through direct interaction with these materials, children learn in a concrete and intuitive way.
As time passes, the materials become more complex, providing opportunities to explore abstract mathematical concepts and other topics in a practical and tangible way. This gradual and multisensory approach allows children to develop a solid understanding of the concepts and to acquire cognitive, sensory and motor skills in a natural and progressive way.
The education of movements
In Montessori pedagogy, movement is considered essential for the harmonious development of the child. The goal is therefore to provide children with the basis for precise and coordinated motor control, which is essential for success in daily activities, academic learning and the overall development of the child as an autonomous and competent individual.
Come and learn about the Montessori Method thanks to the numerous Events that the Como Montessori School offers to families in the area.
Our proposal
Nursery
FROM 12 MONTHS TO 3 YEARS
A prepared environment that meets the children’s needs to express and channel their vital energies, thereby addressing their needs for sensory, motor, perceptual, emotional, and communicative development.
Children’s House
FROM 3 TO 6 YEARS
A stimulating educational environment rich in learning opportunities that can support the development phase of personality and character.
Primary School
FROM 6 TO 10 YEARS
Learning to Learn: a path that provides children with the tools to understand the world around them, including natural, social, cultural and anthropological aspects.
Middle School
FROM 11 TO 14 YEARS
The Montessori approach for Middle School is a set of ideas and actions: a different way of approaching life and school experiences.
