Our school wishes to mix the new acquisitions in neuroscience with the precepts experienced by doctors Montessori and Séguin in the 1900s, all on a “Nordic” school rhythm (class in the morning and discoveries & sport in the afternoon).
Thanks to recent brain discoveries, we understand in more detail how learning works in humans and we can adapt our teaching so that the skills in children are born on their own. The school will therefore be considered as a place of free learning, listening to the child’s rhythm and where the children are given the opportunity to develop, exercise their own capacities and acquire self-confidence while being oriented in their work.
Our school is based on “active” education which involves the children in their learning. One of the key points is the concept of problem resolution: the child, from the youngest age, chooses a problem to be solved, finds the means at his disposal to solve the problem and self-corrects himself/herself. This approach, which initiates the scientific approach, involves several areas of the brain, which provides the best basis for the development of “intelligence”.
Of course, children are at the center of our concern and it is essential for us to guide them with great kindness and respect for themselves. The transmission of values ??such as respect for others, preservation of the environment, solidarity, and learning to live in community are also at the heart of the school values.
Finally, it seems fundamental to include “movement” in the child’s daily life. Therefore, activities such as sports, theater or body awareness are regularly proposed to the children.
The Montessori Method
Since the 1900s, Maria Montessori has distinguished herself through her scientific research and observation of children. Drawing on the work of other doctors, she developed an educational method that has been enriched over the years through scientific discoveries.
The material used meets specific criteria and allows, in addition to concrete manipulation, to isolate a problem and provide feedback to the child without the intervention of an adult.
The cognitive sciences confirm these theories of observation and incite us to revisit the vertical learning methods and possibly change them for horizontal lessons. The role of the teacher then becomes a role of observation in order to offer the environment and the activity most suited to the child’s evolution and desire to learn.
The Rhythm of Learning
The child’s brain demands a rich and structured environment for learning, punctuated by movement and a variety of activity. All this is offered in a calm, joyful and caring environment.
Other European countries have adapted to the rhythm of the child and observe very good results; in particular, the children’s ability to concentrate, their overall level of learning and their enthusiasm for acquiring new skills and knowledge.
This is why the school offers a time in class in the morning for independent or group work according to the age of the children, a time of rest (as needed) and then a time called “discovery” practice with field experiences, sports or cultural discovery.
Respect and Kindness
The school shapes, together with families, the future citizens of tomorrow. It is our duty to promote values ??of respect in the broadest sense of the term, but also to offer the child problem solving with kindness and empathy. Caring must be at the heart of the relationship to allow everyone to grow and flourish in confidence and conscience.
Our teachers are Montessori trained graduates (AMI for most of them), and they practice this method rigorously on a daily basis with children. Nonetheless, if our students needed other approaches or ideas from other methods, we would be open to apply them.
We are lucky to be surrounded by nature and very close to the city center. It is essential for us to transmit an education that helps preserve our planet. The school strives to have an efficient reflection on its consumption and to transmit to children habits promoting sustainability: recycling, anti-waste, awareness of our daily consumption and their environmental impact.
Educating a Critical Mind
The critical spirit of the child is formed through daily rich encounters and experiences. It is essential that the child knows how to sort and evaluate information by himself. He then creates his hypothesis, tests it, validates it or not in order to finally question it when new elements arise. The adult does not hold the truth but rather shows how to learn.
This is our primary objective for 6 to 12-year-old children: to produce thinking, adaptable and happy individuals.
The child is an important part of society and to be active and happy in it, he must feel a sense of belonging. Bringing numerous encounters and external passions (sporting, creative) to the school framework, allows the child to open doors towards life’s first choices.
An easily adaptable, self-confident child is a happy child who can exercise skills in all possible areas.