Educare Montessori

A place to make friends and be happy

Imagine an education…

that challenges and inspires,
that nurtures respect,
that honors your child’s individuality,
that fosters relationships,
that strives for mastery and excellence,
that builds community in partnership with families,
an education without labels,
an education without limits,

an education for life.

read more…

Mission, Vision and Values

Mission

To promote Montessori-method education, focused on the child, respecting childhood and its stages, fostering permanent passion for exploring and learning attitudes.

Vision

To achieve excellence in children education, developing conscientious individuals with the ability of adaptation to different environments and situations, and able to construct a better world.

Values

  • Autonomy
  • Creativity
  • Respect and Equality
  • Collaboration and Altruism
  • Happiness
  • Emotional and Physical Health

The School

Educare preschool was created to contextualize modern children education, gathering childhood stages development and adaptation to our multicultural and technologic world. This project arises from the yearning of a mother graduated in pedagogy, not satisfied with the sameness and stage-skipping observed in her daughter’s education.

The education system employed at Educare differ maturity and precocity, respecting the unique development of the child, whilst fostering their creativity, curiosity, and eagerness to learn. On such an aim, the school adopts the fundamentals of Montessorian methodology, in which the environment and materials are carefully planned and aid on the child’s development in a ludic manner, bringing harmony amongst body, intelligence and will. Montessori considered playing the “job” of the child.

The first Montessori school was created in 1907 by Ms. Montessori (1870 – 1952), in Itália (“Casa dei Bambini” or Children’s Home). Ever since, her methodology became worldwide known, and is widely employed in countries such as Australia, Canada, and United States, as well as entities supported by institutions such as the Gates Foundation.

Educare is crafted to offer children education, specialized and integrated to technology, with broad family participation. As it maintains the child’s essence along the processes of learning and development, the school pledges for their happiness and for encouraging them to become diligent, emotionally and intellectually prepared adults whom may live and contribute with the world context of the 2030’s decade. By means of the “pedagogy of love”, Educare invites your family to become part of this journey. You are very welcome to join us.

  • A place to make friends and be happy
  • Fostering love for knowledge


Freedom, respect, and knowledge
Love for education.
Education with Love.

Montesori Method

Maria Montessori was born in Italy in 1870.

read more…

Dr. Maria Montessori, MD

Maria Montessori was born in Italy in 1870, and was a woman ahead of her time, becoming, in 1896, the first female physician in her country. Dr. Montessori developed her education methodology based on scientific observation of children development. She perceived that children are eager to learn and that they can teach themselves, also, they do not need behavior manipulation by reward or punishment. She constantly experimented and developed materials matching the interests, needs, and developing abilities of children, thus creating a “prepared environment” that allows children to freely choose from developmentally appropriate activities.

In 1907, she opened her first classroom, the Casa dei Bambini, or Children’s Home, in Rome, and, meanwhile, she wrote her first book. Dr. Montessori was invited to the USA by geniuses like Alexander Graham Bell, Thomas Edison, and others, whom elected her the first Honorary member of the Montessori Educational Association of America, as a way of appreciation of her great work for humanity. Her work on education and human development made her a Nobel Prize nominee (education towards peace), and she also collaborated with UNESCO. During her lifetime, she extended her work on a comprehensive model of psychological development from birth to age 24. She designed educational approaches for children ages 0 to 3, 3 to 6, and 6 to 12, and also wrote and lectured about ages 12 to 18 and beyond, but these programs were not developed during her lifetime.

Montessori Theory and Method

The Montessori method emphasizes on independence, freedom within limits, and respect for a child’s natural psychological, cognitive, physical, and social development. It is a model of human development around which the educational approach evolved within two basic principles. First, learners, either children or adults, engage in psychological self-construction by means of interaction with their environments – active learning. Second, children, especially under the age of six, have an innate path of psychological development.

Some characteristics of the Montessori method are:

  • Mixed age classrooms, with classrooms for children ages 2½ or 3 to 6 years old
  • Active learning – as opposed to passive learning (the teacher speaks and the children listen)
  • Student choice of activity from within a prescribed range of options, the “prepared environment”
  • Uninterrupted blocks of work time, ideally three hours
  • A constructivist or “discovery” model, where students learn concepts from working with materials, rather than by direct instruction
  • Specialized educational materials developed by Montessori and her collaborators
  • Freedom of movement within the classroom
  • A trained Montessori teacher

Montessori identified universal, innate characteristics in human psychology and called it “human tendencies”, some of which are: Abstraction, Activity, Communication, Exploration, Manipulation (of the environment), Order, Orientation, Repetition, Self-Perfection and Work (also described as “purposeful activity”). They are seen as driving behavior in every stage of development, and education should respond to and facilitate their expression. Such expression is enhanced by the possibility of free activity within a “prepared environment”, an educational environment tailored to the specific characteristics of children at different ages, and to the individual personalities of each child, projected to help and allow the child to develop independence in all areas according to his or her inner psychological directives.

Besides age-appropriate Montessori materials, the environment should exhibit characteristics such as an arrangement that facilitates movement and activity; beauty and harmony, cleanliness of environment; facilities and props proportional to the child and his/her needs; limitation of materials, so that only material that supports the child’s development is included; order; and nature in the classroom and outside of the classroom.

Montessori methodology encourages multi-age groupings so that younger children learn from older children; older children reinforce their learning by teaching concepts they have already mastered. This arrangement builds collaborative spirit and the joy of knowledge sharing, preparing for the real world, where individuals work and socialize with people of different ages and backgrounds.

The prepared environment provides specially designed Montessori learning materials, meticulously arranged and available for use in an aesthetically pleasing environment for a guided choice of work activity. In uninterrupted blocks of work time, children are deeply involved with the activity they can choose, start, develop and finish. Interaction with the teacher happens when support and/or guidance is needed. The classroom is prepared by the teacher to encourage independence, freedom within limits, and a sense of order. The child, through an active individual choice, makes use of what the environment offers to their development.

Another observation of Dr. Montessori was that children experience sensitive periods, or windows of opportunity, as they grow. Montessori teachers match appropriate lessons and materials to these sensitive periods when learning is most naturally absorbed and internalized.

In early childhood, sensory-motor activities are the basis of learning, working with materials that develop cognitive powers through direct experience: seeing, hearing, tasting, smelling, touching, and movement.

In the elementary years, thought organization continues through work with the Montessori learning materials and an additional interdisciplinary curriculum, as the child evolves from the concrete to the abstract, beginning to apply the knowledge to real-world experiences.

“[Maria] Montessori wanted kids to develop ‘a friendly relationship to error,’ – to understand that mistakes are a normal part of learning, and that to learn, you must be willing to make mistakes, and then to move forward,” writes John Long, head of a Montessori school in Houston, who wrote about Child’s connection to Montessori education.

This organization of information—facts and figures—prepares the child for the world of adolescence, when thought and emotion evolve into understanding more abstract, universal concepts such as equity, freedom, and justice. This is an approach that values the human spirit and the development of the whole child—physical, social, emotional, cognitive.

Neurociência e Montessori

Nowadays, the study of neuroscience has provided ground to explain and expand empiric knowledge on how children (and adults) learn through insights on how the brain transforms stimuli into knowledge, connects, stores and uses these bits of information in an ordered and precise manner. During any activity or lesson several processes of neurological and developmental events take place on a child’s brain. Although Dr. Montessori, over 100 years ago, did not have the knowledge of such events and processes as clear as we do now, she was able to perceive them trough the child’s development, thus creating a “brain-based” education, which impacts and benefits have been proven by contemporary studies of neuroscience.

In the words of pediatric neuropsychologist and Montessori parent Steve Hughes, the “Montessori curriculum triggers specific brain functions that greatly aid cognitive development”, referring to Montessori as “the original brain-based method of learning”. Dr. Montessori could not count on the benefits of today’s technology, such as viewing a child’s brain and the activated areas when dealing with materials, such as the Cylinder Blocks. Nevertheless, through observation she figured that this work progressively strengthened the child’s fine motor skills, shape and size discrimination, and hand/eye coordination. In her own words, “The hands are the prehensile organs of the mind” and her education system went beyond physical movements as a method of brain development for children.

Her education method meets our knowledge on brain development and promotes the development of advanced cognitive functions, social cognition, and higher-order competencies such as empathy and leadership.

In a child, the hands are the strongest link to the brain, and the Montessori method has a very tactile approach. Repeated motor movements become templates in the brain that serve as a starting point for new experiences. An example of that concept is the action of reading, which requires three separate brain functions – capturing visual symbols, decoding each symbol’s sound, and assigning each symbol meaning – that can be taught separately, and, then, coordinated. Hands-on learning, like Montessori multisensory materials such as the Sandpaper Letters and Moveable Alphabet, stimulate the simultaneous use of those functions and forming neurological networks that coordinate reading sooner and easily, aided by the repetition of activities and self-guided learning patterns.

Once more pairing Dr. Montessori’s hypothesis, a very new discovery in the area of neurology relates to her method: the Mirror Neurons. Those are some neurons found in the frontal lobe of humans and other species, from primates to birds, which have the ability to fire when an animal or human performs an action, or when an individual observes another performing the same action. As researches evolve, the findings point to the importance of learning by example or imitation. In a Montessori classroom, due to its environmental presentations, its multi-age groupings, and repetition of work, children are able to observe as well as act. Watching another child move the Pink Tower blocks strengthens the child’s neural pathways even though they are not moving the blocks themselves. Evidence also points towards mirror neurons role in the social context, modeling response to emotions and appropriate ways to solve social problems.

Dr. Montessori carved the term “absorbent mind” meaning the child as being like a sponge literally soaking up what they see and do. Therefore, providing a prepared environment not only in terms of physical resources, but also a safe, inclusive and nurturing atmosphere, leads to the creation of what today we know as neural pathways that facilitate cognitive development whilst social and emotional skills are naturally developed and reinforced, allowing for the child to fulfill his or hers greatest potential.

Before being an educator, Maria Montessori was a scientist. She learned through attentive and systematic observation, she learned from the children’s responses instead of forcing on them the responses she expected. She created her material considering and serving the child’s own stage of development, not intending to place a child in a determined, attributed stage of development to support some given theory. In a Montessori classroom, no child is left behind.

References:

http://www.goodatdoingthings.com/GoodAtDoingThings/Welcome.html

http://www.goodatdoingthings.com/GoodAtDoingThings/Selected_Screencasts.html
http://www.blog.montessoriforeveryone.com/the-neurology-of-montessori.html
Montessori: The Science behind the Genius, Dr. Angeline Lillard (book) http://www.montessori-science.org/

http://homegrownurban.blogspot.com.br/2012/10/the-neuroscience-behind-montessori.html

Famous Montessorians

STUDENTS – ALUMNI

Larry Paige, CEO, Google – “I think it was part of that training of not following rules and orders, and being self motivated, questioning what’s going on in the world and doing things a little bit differently,” Page has said of his Montessori education in The Christian Science Monitor.

Sergey Brin, Co-founder, Google

Jeff Bezos, CEO, Amazon – The Wall Street Journal reports that according to Jeff Bezos’s mother, “young Jeff would get so engrossed in his activities as a Montessori preschooler that his teachers would literally have to pick him up out of his chair to go to the next task.”

Jimmy Wales, Founder, Wikipedia – Wales has described his childhood private school as a “Montessori influenced philosophy of education,” where he “spent lots of hours poring over the Britannicas and World Book Encyclopedias” according to his Wikipedia page.

Will Wright, Creator of “The Sims” video game – In a TED Talk, Maria Montessori’s methods inspired Will to invent an entirely new video game genre — non-violent, open-ended games in which players use sophisticated computer simulation tools.

Gabriel Garcia Marquez, NOBEL PRIZE winner for literature – The Colombian author of “Love in the Time of Cholera” and “One Hundred Years of Solitude” attended a Montessori school as a child.  Many Montessori websites quote the Nobel prize winner as saying, “I do not believe there is a method better than Montessori for making children sensitive to the beauties of the world and awakening their curiosity regarding the secrets of life”

Anne Frank – The famous diarist from World War II went to a Montessori school while living in Amsterdam.

Julia Child ,  chef & author – In her book “Julia Child and Company” Ms. Child says that Montessori learning taught her to love working with her hands.

Prince William and Prince Harry (and Now Prince George), English Royal Family

Helen Hunt, Academy Award Winning Actress

Dakota Fanning, Academy Award nominated actress

Sean “Puff Daddy” Combs, music producer/entrepreneur

Peter Drucker, “The Father Of Modern Management”

T. Berry Brazelton, Noted Pediatrician And Author

David Blaine, Magician

Katherine Graham (Deceased), Owner/Editor Of The Washington Post

Jacqueline Bouvier Kennedy Onassis (Deceased), Editor, Former First Lady of the USA
ENTHUSIASTS / SUPPORTERS

Thomas Edison, Scientist, Inventor and Founder of a Montessori School – the inventor of the incandescent light bulb kickstarted four Montessorian schools:  “I like the Montessori method,” Edison has been quoted saying, according to historians at the Thomas Edison National Historic Park. “It teaches through play. It makes learning a pleasure. It follows the natural instincts of the human being. The present system casts the brain into a mould. It does not encourage original thought or reasoning.”

Alexander Graham Bell, inventor of the first practical telephone – helped create the first Montessori school in Canada

Henry Ford, Manufactured the first car

Alice Waters, Restaurateur (Chez Panise), Author And Trained Montessori Teacher

Erik Erikson, Noted Anthropologist, Author and Trained Montessori Teacher.

Mister Rogers, Children’s Television Personality and strong supporter of Montessori Education

Jean Piaget, Noted Swiss Psychologist and Headoff The Swiss Montessori Society.

(http://themontessorischool.us/

http://www.csmonitor.com/Technology/Tech-Culture/2012/0831/Maria-Montessori-and-10-famous-graduates-from-her-schools/Dakota-Fanning

http://mariamontessori.com/mm/?page_id=571)

Why choose Montessori for your child?

“Given the freedom and support to question, to probe deeply, and to make connections, Montessori students become confident, enthusiastic, self-directed learners. They are able to think critically, work collaboratively, and act boldly—a skill set for the 21st century.” (Taken from American Montessori Society – AMS – website, www.amshq.org)

“Those of us in Montessori education see the positive effects of Montessori on a daily basis. We watch as children’s fine motor skills are strengthened, their reasoning skills sharpened, and their independence encouraged through daily interaction with the prepared Montessori environment”. (Lori Bourne, Montessori For Everyone, July 2009. http://www.blog.montessoriforeveryone.com/the-neurologyofmontessori.html)

Expected Results – What will you notice in your child?

Montessori education leads children into developing their potential and joining the world as engaged, competent, responsible, and respectful citizens with an understanding and appreciation that learning is for life. Some characteristics may be observed on Montessori children on their daily life, naturally, as part of their behavior and values:

Since an early age, Montessori students develop order, coordination, concentration, and independence. At home they will be children who know their chores and responsibilities, performing them for a self-sense of completeness and discipline.

From the classroom design and materials to the daily routines, there is the rising of the individual’s emerging “self-regulation” – the ability to educate one’s self, and to think about what one is learning.

Montessori students are part of a close, caring community, mirroring the family structure. At home they will be caring persons, respecting differences, and aiding on others (children or adults) learning process and receptive to learning from them. Respect, kindness and peaceful conflict resolution are also expected.

The multi-age classroom – typically spanning 3 years – turns older students into mentors and role models, whilst younger children feel supported and gain confidence about the challenges ahead. Teachers are supportive towards respect, loving kindness, and a belief in peaceful conflict resolution.

Montessorians are active learners, seeking the knowledge using environmental resources as they are given, pursuing answers to their own questions. They understand freedom within limits, deciding their focus and pace within a given context. Self-correction and self-assessment guide them through the learning process, improving results as they understand mistakes and errors as a positive part of learning through experimentation.

Working within parameters set by their teachers and actively participating, students’ internal satisfaction drives their curiosity and interest leading into lifetime joyous learning. As they mature, students learn to look critically at their work, and become adept at recognizing, correcting, and learning from their errors.

Montessori at a glance – key points

Each child is valued as a unique individual
Freedom to learn at one’s own pace
“Self-regulation”
Accommodation of all learning styles
Order, Coordination, Concentration, and Independence
Classroom design, materials, and daily routines
Teacher guidance and individualized learning plan

Close, caring community
Multi-age classroom (resembles a family structure)
Older students enjoy stature as mentors and role models
Younger children feel supported and gain confidence about the challenges ahead
Teachers model respect, loving kindness, and a belief in peaceful conflict resolution.

Freedom within limits
Work within parameters set by teachers
Active participation in deciding their focus of learning
Internal satisfaction drives the child’s curiosity and interest
Joyous learning, sustainable over a lifetime

Active seeking of knowledge
Environments where students have the freedom and the tools to pursue answers to their own questions.
Self-correction and self-assessment
Critical evaluation of own work
Recognizing, correcting, and learning from errors

Montessori em Casa (quarto e atividades)

Wellness

13 Dicas para Famílias Montessorianas

Montessori at Home

Montessori em Casa

2 a 6 anos bilíngue
Agende Sua Visita.

Contact

Setor Marista Goiânia GO

R. Amélia Artiaga Jardim, 435 – St. Marista, Goiânia – GO, 74180-070, Brazil


Nome (obrigatório)

Fone (obrigatório)

Email (obrigatório)

Assunto

Mensagem