What is Montessori method?

The Montessori’s method chosen as pedagogical practice for our school was created by María Montessori by observing, concluding that learning is a natural process that takes place spontaneously in the human being. It is acquired through experiences in which the child is interacting with the environment. Therefore children develop in an environment prepared to obtain their full potential.

Dr. Montessori considers the process that leads the child to acquire a self-knowledge to be basic and essential.

Absorbent mind

the transient and temporary capacity of the child, from birth to six years of life, to absorb everything "like a sponge" around him. By observation, the child copies, observes and imitates what others do to feel safe, happy and be a part of that community.

All this takes place at the unconscious level, children do not appreciate that they are doing this process. It's a creative and unconscious state that serves to adapt, build and create them. All this will happen without an adult interfering in that Psychic construction created by.

This indiscriminate ability is innate and is not filtered. In other words, children can’t decide what they absorb and, therefore the environment prepared is essential.

Human tendencies

the human being has natural impulses shown throughout life. In addition, this impulses guide the individual to perform certain unconscious actions or activities giving them a personal satisfaction that maintain the human spirit, as our human nature.

All human beings have them from birth to death; they are universal and have belonged to the Homo sapiens from a primitive start until today no matter the origin of their culture, race, religion or social position.

The human being is integrated as a whole in mind, body and spirit to perform its role within the creation.

Knowing the human trends is essential to know the Montessori scientific pedagogy, which contributes to the development of the children favouring their adaptation to the present conditions. Every human being develops skills to adapt to changes occurring at every age, place of residence, seasons, etc., managing to meet each of these situations. Children use them without being fully aware and spontaneously, that is why they are called to be spontaneous and unconscious.

Sensitive periods

Considered as transient temporal opportunity windows from birth to the six years old. Each block is characterized by having special sensibilities for the children’s evolution and the development of a certain character. Developed at the first 6 years of life.

During these periods, boys and girls feel attraction by a particular part of the environment and not by another that is necessary for their development.

These periods are instruments that use the child’s absorbent mind, running at the same time, are discriminatory, as to say they develop a skill and not another, and are universal for all children. They have the ability to lead their absorbent mind where it is necessary, to the environment characteristics that at that very precise moment are most necessary for the child individual growth.

Children absorb in the first three years of life their environment and from three to six years expand and strengthen what they have previously learnt.

Children absorb in the first three years of life their environment and from three to six years expand and strengthen what they have previously learnt.

Each period has a different length depending on what children need to acquire, along a curve of development where there are: absorption, preparation, explosion and disappearance.

Development plans

there are four identified as infancy, childhood, adolescence, and maturity. Thus, each stage should be fully developed so that the next is well displayed, given that each subsequent stage progresses on the basis of the previous one.

The virtues of Montessori adults

The virtues of the Montessori adults (specialists in being present and staying associated with themselves at all times) are the following: they are modest, they are at the service of children, they are attractive to awaken children's curiosity and interest in learning . They maintain a constant practice of empathy to avoid difficulties in putting themselves in the child's place in different situations, as well as to have a sense of humor. They are loving, friendly and understanding people; They transmit calm, serenity and patience; They are accurate and reliable; they live every day in amazement and enthusiasm and have a kind and sweet voice, but authoritative when necessary. As members of a human team, they are compassionate and a companion, to serve as role models for children when dealing with others.

How do we work?

A customized program according to the child interests: people grow at their own pace. Therefore, learning should be adjusted to their needs, thus allowing the children to develop according to their priorities, guiding them and motivating them to learn in a natural way. Montessori education is challenging and promotes independence and discipline. Its personalized learning approach is ideal for the majority of children, including those who are motivated in learning with high academic level and like to choose their own work.

Washing a table.
walking in the environment
movement while working
Outside area

Freedom of movement

The Montessori environments are spacious and open to encourage children to move freely and decide how to work. Much of the acquired learning is done in motion. That is why we don't limit children when they are working; they are not forced to sit, but also to be horizontal (on the floor) or vertical (standing up).

geometric cabinet
brown stairs
color boxes
pink tower
math snake game

Learning through the senses

Children use their senses to integrate their knowledge. The curricular materials used in the Montessori environment are sensory and designed for learning through a comprehensive immersion taking advantage of all its capabilities. Music, art and creative expression are also part of the sensory development; they are located in the different environments using the available materials.

Development of social skills

The ages mix favours the children’s personal development, and can develop skills such as empathy, responsibility or leadership that prepare them for their social environment. The development of these skills is carried out by training what we call grace and courtesy. According to the Montessori pedagogy, movements made by the child should be smooth, precise and harmonious. Grace gives the child safety to move in space. Courtesy refers to the interest towards others, understand others needs and learn to respect them. To know how social structures works to interact in their environment. Those lessons give autonomy to the child, provide them with vocabulary and guide them towards social regulations.

The begining of life
Begining of life
the bigining of life
El Dios sin Manos
linea tiempo

Skills for living and respect for the environment

One of the Montessori pedagogy values is to develop an education for peace. The goal of Maria Montessori was not only to facilitate learning. Its fundamental basis is to educate for peace, convey the non-violence teaching to children, the simplicity in the small details of everyday life and to respect others. She considered that showing children that way would help us to have a better world free of wars and hardship. On the other hand, our children work individually but in a working community. It should be called like that because it dignifies the work, since they are little they feel that they are working, not playing. Eventually, they can see the benefits in going to work, so in the future they do not perceive the job as a negative but as a pleasing activity. They are able to respect the co-workers’ job and solve their conflicts on their own. We also show them habits such as hygiene, cleaning and environment care (plants, insects...) which will encourage their autonomy and environmental awareness.

Cosmic life

 It establishes a holistic world focus and educates children in peace through the interdependence awareness and the sense of gratitude, by the inherited knowledge of other cultures. This cosmic education provides the child a global sense of the functioning of the world, its nature and laws, as well as geography, mathematics, science and language, generating an interest in discovering and inquiring into this knowledge.