Pedagogy
Montessori
The child is the architect of their own development. Our role: to prepare an environment that makes it possible.
"Help me to do it myself."
Maria Montessori
In the early 20th century, the Italian paediatrician Maria Montessori observed that young children go through "sensitive periods", windows in which they absorb a skill (language, order, refined movement) with remarkable ease.
Her proposal: to build an environment around them that responds precisely to these inner needs, rather than imposing a curriculum. This philosophy guides our daily work.
A prepared environment
Materials are at the child's height, organised, and accessible. Every object has its place. The environment speaks before the adult does.
Self-correcting materials
Sensory trays, practical life activities, puzzles, the child handles, makes mistakes, starts again. The error is information, never a punishment.
Autonomy as the north star
"Help me do it myself." Pouring water, putting on shoes, clearing a plate, every autonomous gesture nurtures self-esteem.
Discreet observation
Before intervening, the educator observes. She follows each child's sensitive periods and offers materials at just the right moment.
"The child has a mind able to absorb knowledge. They have the power to learn independently."
Maria Montessori
In practice, at our nursery
- →Practical-life trays adapted to each age group (pouring, buttoning, plant care).
- →Wooden sensory materials to refine the senses, touch, sight, sound, weight.
- →Low shelves, glass pitchers, real crockery. The trust that the child is capable.
- →Respected periods of individual work, a concentrated child is never interrupted.