International Montessori School

Fulcrum of the Montessori method It's the child. The teacher plays a secondary role, as they must never substitute for the little one: their sole task is to put them in a position to to experience of the world around him and to express and develop its potential fully and effectively. Every child's mind, in fact, is capable of grasping and assimilating external experiences and thereby increasing their psychic and intellectual capacities. Everything must be arranged to achieve this goal. The’school environment and I development materials They must allow the child to observe, experiment, and internalise concepts. The path of growth and evolution is unique for every child.. The adult supports them in their maturation process: according to their personal development rhythms, they propose various activities, guide them in enhancing their autonomy and teach them how to manage it effectively.

In a Montessori school, a serene atmosphere prevails: the children work with Tranquillity, they are focused on their activities and are calmly relate with their peers. The school environment, conceived as the guide of the child's educational and developmental process, is comprised of furniture, tools, and materials specifically designed and constructed for young children. The spaces, arranged by the teacher in the model of an’Cosy dwelling, they are quiet and carefully prepared with everything needed for the various activities, so that each child can make use of it full autonomy.

Within a Montessori school, one doesn't simply use teaching materials, but a genuine development material, which makes learning easier, refine the senses and the perception of the world and to acquire in a more organised manner all the impressions the child grasps. Developmental materials are “the gymnasium of the spirit”: integrating Cognitive development, motor ed emotional, fulfil the desire for discovery and knowledge, exercising intelligence and sensory perception of the child. As well as stimulating the senses, the materials offer a exploration key for language, writing, mathematics, etc.

In the Montessori school, the teacher's fundamental task is to place at the centre The process of children's learning. Consequently, it does not impose activities, nor give orders, rather it is a support figure, which offers stimuli, proposes and guides its pupils. Its objective is to organise and observe psychic life and the Children's cultural development.

The principle of free choice represents one of the peculiarities of the Montessori method, according to which the child is placed in a position to decide independently, from childhood, which activities to pursue. Once helped to understand which are His/Her interests, the child autonomously chooses the materials that at that moment are able to satisfy their Inner need for growth. Free choice leads to greater concentration and commitment and, consequently, to living a’immense joy. The moment the child loses that concentration and becomes aware of an external world, they perceive it as a space for New interesting discoveries. The interest, commitment, and resulting satisfaction in carrying out the chosen activity lead the child's ’self” to shed, from time to time, shyness, fear, laziness, and aggression, taking him to discover his deepest nature.

In order to meet the cognitive needs of children aged 6 to 12, Maria Montessori and her son Mario formulated the Cosmic Education Theory, a methodological guide for learning that is also a veritable philosophy, the common thread of the primary school experience. According to the principles of cosmic education, children should not simply be taught facts to memorise, but We must try to instil in him a love and a vivid interest in nature and the world. in which they live. The aim is to transform them into conscious adults who are active in society. In the grand order of the universe, each element has a very specific task. Cosmic education means offering children the opportunity to do world experience in a clear, complete, and in-depth manner. By doing so, the child develops a responsible vision of the world: picking The beauty and the complexity of the phenomena surrounding it, its sense of belonging to the whole also develops, like active subject.