We attach great importance to the TRAINING AND QUALIFICATION of the adults who accompany the children. Our team is varied and complementary: AMI guides and assistants, IMI guides, pedagogues, teachers, early childhood education technicians, personnel trained in Neurodevelopment and Neuroscience, in Nee care and other qualifications.

The prepared adult prepares the environment to the measure and need of the children and we do not help them more than necessary. Thus the children themselves are guided by their interest, their enthusiasm, their need to perfect one or another skill, making the choices of what they want to work on among the many options that the adult has arranged in the prepared environment.

Freedom in the environment must be given, so that children can choose, interact and relate, help each other, question themselves, solve conflicts by putting into use what they learn, but this freedom is guided, with CLEAR RULES AND LIMITS, where the child does not do what he/she wants but loves what he/she does. We give much weight to this freedom that allows them to know themselves in different situations, to manage emotions, to solve and cooperate, to assume natural consequences of their actions, since emotional and integral education has great weight in our school.

The freedom of choice is also guided, since the child will choose among the materials that have already been presented to him/her, according to the planning that the guide makes for the students.

The curriculum of our school is a Montessori curriculum previously revised with the minimum learning required by the Ministry of Education, with the idea of ensuring that all children who leave primary school have the KEY COMPETENCIES required for access to secondary school in any center in our city. With this purpose, both our starting objectives and the basis of our evaluation is competency-based, more in line with our values as a school and also more in line with a comprehensive and international education, respectful and in accordance with the proposals of UNESCO.

The general curriculum is transferred to each environment through different procedures: individualized and careful planning, the environment and the prepared adult, Montessori presentations, projects, workshops, field trips and Montessori classroom time.

The guides awaken interest in the different options that the child finds in the environment so that he/she can learn and reach the maximum of the general objectives present in our curriculum.

For EducoMontessori, EXPERIENTIAL, MANIPULATIVE AND PROCEDURAL learning is fundamental. The most important thing is the process, not the result, and error is a friend on this path. The children have a lot of self-correcting material at their disposal, and they see in their mistakes new learning opportunities. We allow time in this “learning by doing” for the children to have time to do as much repetition as they need until they feel that the learning is integrated. In addition, the guide checks that this is the case through observation and other assessment strategies. We give equal importance to fostering a CRITICAL SPIRIT and TEAMWORK in children, so from a very early age we help them to generate their hypotheses on a topic, we show them the scientific method and how they can contrast information, create debates, present self-managed projects in teams, etc.

In our school we give much weight to the classroom to represent real life situations of coexistence, so in the classrooms coexist children of different ages and inclusivity, what Montessori called a SOCIETY IN THE CLASSROOM. We promote A SCHOOL WITH LOCAL AND INTERNATIONAL OPENNESS, involving children in solidarity projects or openness to the world with Nonprofit organizations, activities with other international schools, and we involve families in the learning process by creating and generating a LEARNING COMMUNITY.