Educational project
Educational project
Educational project
At EducoMontessori you will find an education for your child based on the following foundation stones:
At EducoMontessori you will find an education for your child based on the following foundation stones:
Montessori Education
We are a 100% Montessori school, with very clear and scientifically proven solid principles, with an international curriculum that is easy to follow for students who have to move or who come from other countries, with proven and effective learning materials and qualified and prepared guides.
There are many Montessori principles that guide our educational performance, some of them are:
Montessori Education
We are a 100% Montessori school, with very clear and scientifically proven solid principles, with an international curriculum that is easy to follow for students who have to move or who come from other countries, with proven and effective learning materials and qualified and prepared guides.
There are many Montessori principles that guide our educational performance, some of them are:
1
The importance we give to the AUTONOMY AND INDEPENDENCE of the student in his learning process, where he is the protagonist of the whole process and the adult person guides him, shows him, accompanies him so that he can integrate and conquer new learning.
1
The importance we give to the AUTONOMY AND INDEPENDENCE of the student in his learning process, where he is the protagonist of the whole process and the adult person guides him, shows him, accompanies him so that he can integrate and conquer new learning.
1
The importance we give to the AUTONOMY AND INDEPENDENCE of the student in his learning process, where he is the protagonist of the whole process and the adult person guides him, shows him, accompanies him so that he can integrate and conquer new learning.
2
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.
2
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.
2
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.
3
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.
3
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.
3
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.
4
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.
4
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.
4
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.
5
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.
5
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.
5
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.
6
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.
6
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.
6
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.
An effective and meaningful bilingual program
We faithfully believe in a solid foundation in English so that they can be citizens of the world and be able to function in different present and future contexts.
Throughout these years, we have been consolidating our own bilingual program, respecting aspects that are fundamental for our school, such as a progression from oral-spoken to written-read learning, as well as the LOVE and INTEREST towards the language as the driving force for learning it.
The importance of the body and mind
Every day our children find in our school their space for a little time of MINDFULNESS.
In our school the whole team has been trained in the development of neuromotor programs.
In addition, part of the team has training in Neurodevelopment and Affective Neuroscience, therefore, we know the importance that the development and control of the body has on learning, just as we know the importance of emotions and the nervous system in the educational process.
We take care, therefore, of REDUCED RATIOS to be able to attend to them with greater presence. Our school promotes MOVEMENT as a cross-cutting area in all educational development and we have a classroom and a specific neuromotor program.
An effective and meaningful bilingual program
We faithfully believe in a solid foundation in English so that they can be citizens of the world and be able to function in different present and future contexts.
Throughout these years, we have been consolidating our own bilingual program, respecting aspects that are fundamental for our school, such as a progression from oral-spoken to written-read learning, as well as the LOVE and INTEREST towards the language as the driving force for learning it.
The importance of the body and mind
Every day our children find in our school their space for a little time of MINDFULNESS.
In our school the whole team has been trained in the development of neuromotor programs.
In addition, part of the team has training in Neurodevelopment and Affective Neuroscience, therefore, we know the importance that the development and control of the body has on learning, just as we know the importance of emotions and the nervous system in the educational process.
We take care, therefore, of REDUCED RATIOS to be able to attend to them with greater presence. Our school promotes MOVEMENT as a cross-cutting area in all educational development and we have a classroom and a specific neuromotor program.
An effective and meaningful bilingual program
We faithfully believe in a solid foundation in English so that they can be citizens of the world and be able to function in different present and future contexts.
Throughout these years, we have been consolidating our own bilingual program, respecting aspects that are fundamental for our school, such as a progression from oral-spoken to written-read learning, as well as the LOVE and INTEREST towards the language as the driving force for learning it.
The importance of the body and mind
Every day our children find in our school their space for a little time of MINDFULNESS.
In our school the whole team has been trained in the development of neuromotor programs.
In addition, part of the team has training in Neurodevelopment and Affective Neuroscience, therefore, we know the importance that the development and control of the body has on learning, just as we know the importance of emotions and the nervous system in the educational process.
We take care, therefore, of REDUCED RATIOS to be able to attend to them with greater presence. Our school promotes MOVEMENT as a cross-cutting area in all educational development and we have a classroom and a specific neuromotor program.