What makes Montessori unique
Our school orients itself in its educational goals and tasks on the findings of Maria Montessori as well as on the corresponding further developments that result from the changes in living conditions in family and society.
For the educational phase of 6 to 12-year-olds, as a Montessori elementary school, with regard to the pedagogical concept, we note that children need the following to develop their personality:
- the trust of adults in the strength and possibilities of the child
- a friendly, encouraging and stimulating environment
- a caring, helping, stimulating educator (teacher)
- Movement and sensory activity
- Free choice of work
- Material to become independent
- Opportunities to discover
- Opportunities for silence
- other children
- Community experiences
- Openness to the outside world
- loving educators
The guiding principles of Montessori pedagogy
Every child is different.
The requirement to do justice to the individuality of every child presents schools with a great challenge that we are happy to accept. We welcome this diversity and see it as an enrichment from which everyone involved in school life benefits.
Every child wants to learn ...
Every child is born with an unbelievable pleasure in discovering and creating. Never again is a person so curious, so eager to discover and so enthusiastic about getting to know life as at the beginning of his life. We try to preserve and cultivate this enthusiasm, this enormous eagerness to learn and the unbelievable openness of the children; with many children they have to be awakened anew.
... but not all children do the same thing at the same time.
Each child has their own strong interests and needs that encourage them to learn. Guided by them, it learns best. However, the current enthusiasm rarely coincides with the interests of other children. In the free choice of work, this need of the children is given the opportunity to develop.
Every child goes through sensitive phases.
With children you can observe that there are always phases in which they are particularly enthusiastic about certain things. If they are then supported in their interest in learning, they will acquire this knowledge easily, joyfully and sustainably. Recognizing and using these phases in each individual child is very important for school learning.
Every child has their own learning pace.
Every child learns at their own pace. One child speaks whole sentences at an early age, the other at the age of 2 the first words; one child reads at the age of four, the other in the second year of school. At some point, everyone will master these skills if they are allowed to learn at their own pace without pressure or discouragement.
Help me do it myself!
“A basic human need is to become autonomous. The art of upbringing consists in creating conditions that allow a child to satisfy this basic need. ”(Prof. Gerald Hüter, brain researcher). Even small children often make massive demands on this independence. It is not beneficial for the child's development to want to protect them from everything and to remove all difficulties from their way. "Give the children meaningful, big tasks with which they can grow." (Montessori and the neuroscientists) The neuroscientists can now prove that the independent understanding and learning of new skills and abilities brings the highest learning effect, to the deepest satisfaction and to a strong one Confidence leads.
Children are builders of themselves
Every child has unique character traits, strengths and weaknesses. It contains all the facilities and the potential for its individual development. We adults have to offer it the necessary framework conditions so that it can develop optimally according to its internal blueprint. Again and again we have to put trust in the child's strength, believe in its inner blueprint, accept it and develop it. The teachers observe the children intensively to find out which learning opportunities and social framework conditions they need to fulfill their construction plan.
This blueprint, this path is sometimes not what parents want their child to be. Often many stumbling blocks have to be overcome and detours run. Sometimes the path cannot be seen for a while. But it has seldom done anything good for the child when pressure is used to force it into a path that does not correspond to its inner being. Many children respond with personality disorders, fears, and health problems.
"It has never been of any use to pull on a plant to make it grow!" (Prof. Dr. Gerald Hüther, brain researcher)
► How we implement the concept ...
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