Is the Montessori school suitable for all children?

Yes, of course ... happy children, dys children ... and precocious children. Montessori is beneficial to all children thanks to the individualization of the work.

So everyone respects their own rhythm. To learn children can also observe what others are doing.

Neurosciences and current pedagogues are looking at the atypical results obtained by Montessorian children. You can read Professor Dehaene's interview by clicking on the link on the left.

For precocious children, kindness and security are very important values because they are even more sensitive than others to the behavior of the beings around them. In terms of learning, many proposals allow them to extend the fields of investigation and existing balances.

Some references :
The gifted child: helping him to grow up helping him to succeed by Jeanne Siaud-Facchin Ed. Odiel Jacob or The gifted child, the reconciled intelligence of Arielle Adda and Hélène Catroux Ed. Odile Jacob

The school is private out of contract, who controls it?

To open a school in France, many steps must be taken. The school is followed by the Rectorate (in our case it is the academy of Créteil), the security services (firefighters), the hygiene services and the Town hall.

We have chosen to be supervised by the Maria Montessori Superior Institute in partnership with the Maria Montessori Association, the only organization approved by the International Association.

Montessori, when to start? at three or six?

In addition to this, you need to know more about it.

Maria Montessori shed light on sensitive periods in young children. These are special times during the 3-6 year period. “Psychic development does not occur by chance,…., It is guided by passing sensibilities which govern the acquisition of different characters. »P 37 The child. Growth is therefore not something vague, a kind of inherited fatality included in beings: it is a work carefully directed by instincts. For language and mathematics the sensitive period begins at 4 years old. The child then absorbs the proposed knowledge effortlessly.

Beyond knowledge, the child asserts his self-esteem through his increasingly vast autonomous activities. Self-confidence grows along with social sense. He can therefore go to the other with confidence.

Beginning Montessori at 3 years old really allows the child to use his absorbing mind and sensitive periods to acquire the basic knowledge that will make his academic success. At 6 years the sensitive periods are over, the child will learn by other means.

Montessori for 6-12 year olds, yes but afterwards ... isn't entering college too difficult?

In addition to this, you need to know more about it.

The 6-12 year old child builds himself as a member of a society and seeks the company of his peers rather than adults. Children want to stay together, look for each other, talk constantly, share their knowledge, experiences, discoveries. They need to work and act in groups to develop socially. The opinion of a comrade is sometimes more important than that of the adult and the child can be very affected by the relations with the others. It is the period of great friendships. For this reason, the lessons are taught in small groups. This meets the interests of the children, who are then more dynamic. The development of knowledge takes place in discussion, exchange, argumentation.

We therefore support the child in his discovery of others and of different behaviors to prepare them for today's reality.

Is the canteen compulsory?

In addition to this, you need to know more about it.

The time of the meal constitutes an important moment of Montessori pedagogy: it is a moment of sharing and discovery, that is to say a moment of socialization. Parents can prepare a lunch box for children with special diets, so they can eat their meals together.

Montessori and creativity?

In addition to this, you need to know more about it.

In the Maison des enfants, preparation for art is an indirect preparation. It takes place in the refinement of movement and the development of perceptions. The mastery of the acquired gesture will be put at the service of the artistic expression of the child. This preparation is carried out in the areas of practical life and sensory life.

The preparation of the ability to observe, to soak up a painting ... a tree constitutes a second preparation in parallel.

Then and only then this impression is transformed into an expression as for language. The creation is carried out from known re-adapted elements. The young child must thus prepare himself to then express what he feels inside.

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