Our way of working
In our school, we have prepared environments that reproduce natural life, which is harmonious, beautiful, relaxed, accessible, and orderly. They invite the child to explore and BE so that they can unfold and develop their full potential. Furthermore, these prepared environments will allow interpersonal relationships to be based on respect, courtesy, and love. This will help them grow up experiencing life and school, giving them a greater awareness of citizenship and a sense of responsibility and respect for themselves and others.
The children will be accompanied by qualified staff with a broad understanding of the method, a deep knowledge of the child’s needs, and an enormous human quality.
The prepared environment refers to an environment carefully organized for the children, more specifically, to encourage and guarantee them better learning and growth. It develops social, emotional, and intellectual aspects and responds to the need for order and security. The design of these environments is based on the principles of beauty and order. They are bright, warm, spacious, open, orderly, aesthetic, simple, and natural spaces, where each element has its raison d’être and promotes the development of the pupils. When she talks about love, she refers to respect, responsible freedom with limits, trust, valuing the child, patience, and knowing their needs. It is about allowing the child to get to know themself and providing them with the means to do so.
In this calm and orderly environment, there is also a lot of movement and activity, where children can choose and work at their own pace. Thus, the domain and the guides (teachers) lead the pupils to develop the ability to combine freedom and self-discipline.
In these environments, pupils of different ages are combined regardless of their academic level.
By creating a bond between students, families, and guides, Maria Montessori sought to create a close-knit community. In this community, students learn to share, care for the younger ones, learn from the older ones, and trust each other.
Education in values is a responsibility of the whole educational community; it represents a critical perspective of the reality that is in force and affects the whole of society. Education in values arises from genuine personal commitment; they cannot be transmitted but are experienced in everyday life and relationships with others.
Maria Montessori had a crucial social conscience, emphasizing the repercussions of living conditions on society.
Love for others and life itself is a pure and warm feeling that enhances men and women and prepares them for an entire community life. A life in which respect for oneself, other people and nature, and our environment, whether in the classroom or our natural spaces, is integrated into every moment of the day, thus awakening an ecological awareness that encourages care for any pollution.
The value of each being is unique and unequaled. We feel that everyone must be aware of their being and work in harmony and coherence to be able to unfold and develop their full potential within our environments without forgetting that we always work for the common good and cooperation, humbly and helpfully, but keeping in mind the dignity and integrity of every one of the people who participate in our project.
We promote autonomy
Another of the values that we profess in our project is to promote autonomy according to the possibilities and capacities of each person, taking it as a value and avoiding any unnecessary intervention that limits or slows down the personal development of the children from their first years of life. This will provide the necessary security and self-confidence to advance steadily in the story as a person, always betting on the excitement that awakens each new achievement, each discovery. That is why we are always open to the exploration and experimentation born in an environment that values the creative attitude of all its members, promotes free thought, and encourages personal creation, giving freedom and value to new forms of expression.
All this in an atmosphere of equality in which neither age, gender, nor cultural background of each one of us are prejudices or conditions, but rather enrich an environment characterized by its multiculturalism and by the personal richness of every one of them its members.