Imagine a place where the child can explore his world, discover new knowledge and realise his potential - where he really wants to come to school each day.

Montessori is a brain - based developmental education method that allows children to make creative choices in how they discover the people, places and knowledge of the world.

The Montessori approach to learning is focused on individual child's potential and nurtures a life-long love of learning.

Children gain a strong sense of self, creativity, self motivation, integrity, perseverance and self discipline. Leadership, respect, responsibility and resourcefulness are cultivated in a collaborative and specifically designed environment.

Montessori children are guided in their learning by specifically designed materials appropriate to each developmental stage.

"Education should not limit itself to seeking new methods for a mostly arid transmission of knowledge: its aims must be to give the necessary aid to human development"

Dr. Maria Montessori

Pavaresi me bashkepunim

Ne nje shkolle te vertete Montessori do te gjeni femije te pavarur qe inkurajohen ti sherbejne vetes por edhe te mendojne per veten. Do te gjeni femije qe kane mesuar si te eksplorojne dhe te zgjidhin problemet vete. Me e rendesishmja eshte qe do te shikoni femije te vegjel, te cilet konsiderohen vetem si te te ndergjegjshem per nevojat e tyre, te ndihmojne te tjeret dhe qe pa ua kerkuar te vendosin gjerat ne vend dhe te bejne veprime miresjellje nga te cilat perfiton i gjithe grupi. Po si ndodh kjo?Cfare eshte saktesisht Montessori? Cfare duhet te kerkoni nqs doni te gjeni nje Montessori te vertete? Dhe cfare garancie ka atje qe ajo per te cilen po paguani eshte reale?

Perftimi nepermjet ndijimit

Qellimi i Montessorit bazohet ne ligjet natyrore te zhvillimt human. Maria Montessori vezhgoi se femijet nen 6 vjec thithin nga bota perreth pa kufij dhe pa shume mundim,dhe duke bere keshtu formojne bazat per jeten e mevonshme- ata behen te rritur me te gjitha karakteristikat dhe gjuhen e kultures ne te cilen jane lindur . Ne kete detyre te madhe gjithsesi ata marrin pak ndihme . Ata kane nje lloj te vecante mendje e quhet mendje perthithese- nje deshire te forte per te eksploruar cdo gje rrotull tyre duke perdorur shqisat e tyre dhe shtysen per tu bere te pavarur. Ajo identifikoi disa dritare mundesie per femijet qe i quajti"periudha ndikimi" Gjate te cilave femija eshte I varur nga gjerat per te cilat ka nevoje ka nevoje qe te zhvilloje potencialin e tij te plote njerezor

Te mesuarit me njeri tjetrin

Cdo gje ne kete klase eshte dizenjuar per te mbeshtetur keto dritare mundesie. Shkolla Montessori quhet "shtepia e femijeve "sepse cdo gje ne te eshte krijuar qe te lejoje femijen te behet i pavarur-materialet kane permasa te pershtatshme per femijet dhe pajisjet jane vendosur ne nje menyre te rregullt ne rafte te ulta qe jane te arritshme nga femijet. Matreialet jane estetikisht te kendeshme dhe kujdesemi me perpikmeri duke inkurajuar femijen qe te kujdest dhe ai. Femijet e moshes 2 1\2 dhe 6 grupohen ne ne mini shoqerine e tyre. Femijet me te vegjel mesojne duke pare me te rriturit ,dhe me te rriturit perfitojne duke ndihmuar me te vegjelit. Grupi me grupmosha te ndryshme lejon femijet te behen me te shoqerueshem,intelektuale dhe te zhvillohen emocionalisht.Kjo eshte nje pjese thelbesore ne shkollen Montessori.Kur shikoni shkollat duhet te vereni femije te moshave te ndryshme te grupuar ne kete menyre,ndryshe kjo klase po humbet nje nga qellimet kryesore te Montessorit.

Hands-On Experience

The curriculum is divided into four main areas. Practical life not only gives the children the opportunity to practise the skills of everyday life but also helps them to develop concentration and develop co-ordination of mind and body. The sensorial materials capitalise on the fact that children use their senses to learn. Through these materials they are encouraged to order and classify the physical properties of the world they live in. The materials for mathematics help the children to learn and really understand mathematical concepts because they are presented using concrete materials. Children are prepared to write and read from the minute they come into the class through a series of activities that gradually build all the individual skills required so that when they are ready it is just a natural progression. Geography, history, biology, botany, zoology, art and music are covered with a hands-on approach that is based on the fact that children learn most effectively from their own experiences.

In Their Own Time

In a Montessori school you will see children choosing their activities independently and moving from one activity to the next - always returning things to the shelf after they have used them. You will experience an atmosphere of calm and see young children concentrating for surprising periods of time. Children work individually, in a group or with a friend. The morning should last for a minimum of three hours - three hours in which there is no fixed 'timetable'. Groups arise spontaneously rather than at a fixed time every day. Maria Montessori observed that this unfettered period of time was essential for the children to develop the kind of concentration that you see when a child becomes involved with something that is essential for his development. There are no time limits for the child - he may work with whatever he chooses for as long as he likes. What is known as the 'three- hour work cycle' is another essential feature of the Montessori approach and if you don't observe this you are not looking at true Montessori.

Help Only When Needed

In a Montessori school the child is guided by a trained adult who will show him how to do the things that he is ready for after which he can work with them independently. The adult observes the child and will not interfere so long as the child is working with the material productively. When a difficulty arises she is able to step in and give help but is always careful never to give more help than is needed. Children work at their own individual pace and naturally develop their own rhythm and work pattern. Each child's individual needs are assessed through observation so that he is shown new things when he is developmentally ready and new knowledge is always built on what he already knows. Since everything he does in the classroom also prepares for a later activity the child is able to move gradually through activities developing his skills effortlessly. The 'directress' is not teaching the child she is putting him in charge of his own learning through his own exploration. This may seem a subtle distinction but it is a key part of the Montessori approach.