MONTE Kindergarten is a pre-school facility that:
- apply the principles of Marie Montessori pedagogy in its conception of the educational process, while also tries hard to be a “Healthy” school;
- is enrolled in the register of schools and school facilities;
Pedagogy of Maria Montessori is an alternative education and training program that was created 100 years ago by Italian doctor and teacher Maria Montessori who educated children in Rome.
This system is basically based on the principles of Jan Amos Comenius, which are enriched with special, thoughtful tools. In this system, a child learns to get to know himself and his inner world. It gains awareness, practical experience, healthy self-confidence, inner peace and balance, can independently decide and be responsible for his actions. The Montessori pedagogy is in general in line with the concept of a healthy school (more detailed description in the MONTESSORI PEDAGOGIC reference).
The principle of a healthy school is respected both in access to children, by applying the Montessori pedagogy and by providing psychosocial and material conditions for the health and healthy development of the child. In general, health can not be understood simply as an absence of illness, but it is important to understand it as a complex, overall good subjective feeling of well-being and harmony that one experiences in a physical, psychological, social and spiritual level. This feeling is relative and every individual achieves it in other circumstances and condition. Health is a condition for the valuable life of the individual, society and the world.
The principle of a healthy school consists of three basic pillars:
- 1) Well-being environment – material, social, organizational
- 2) healthy learning – meaningfulness, choice, proportionality, participation, cooperation, motivating assessment, nature, calm and open atmosphere, pupils’ autonomy, taking their own attitudes, finding constructive ideas, awareness of responsibility, respecting the needs of the individual, developing communication, differentiated and individual approach to pupils – making work according to the pupil’s abilities, creating a space for the education of talented pupils, early diagnostics of the pupil, effort to integrate the disabled children, the mistake is one of the learning levels
- 3) open partnership – the school is a model of a democratic community, organizes public events
In terms of securing the first pillar, the school has special equipment for both the interior (furniture, class environment) and material. The school has air purifiers and air washing machines in its classrooms.
The principles of healthy school apply the following principles of partnership approach to children:
- positive attitude – the ability to see the world in real, but from a more pleasant side, to approach the child with confidence in his / her abilities and potential
- individualization – individual approach to children according to temperament, pace of work, level of knowledge and experience, skills and interests
- Freedom – we understand the nature of freedom, which also brings responsibility for our own decisions, actions and behavior, the ability to express our opinion and listen to what others suggest, to observe agreed rules and boundaries that are applied equally to everyone, thus facilitating people’s coexistence and defining the limits of personal freedom,
- variability – the possibility of different results using different procedures in different subjects and situations
- cooperation – related to the mutual help of children, counseling, advocacy and acceptance of foreign opinion, cultivation of the ability to share, participate in, nonviolence and sympathy
- playfulness – the essence of the child’s activity and participation
- self-activity and activity – a basis for a healthy personality development, enabling the teacher and pupil to build relationships for example in dialogue, discussion, problem-solving, in-house or project-based teaching
- constructivist concept of learning – the basis is the child’s own activity, the child, on the basis of his / her own experience, knowledge and ability, participates in the construction of his or her own knowledge, is engaged in the process of seeking and discovering, trying to understand, it affects his self-confidence, responsibility, autonomy and will
- the meaningfulness and comprehensibility of all school work – the usefulness of what he learns, leads to the teacher’s confidence in the teacher who helps him / her in his or her orientation in the world, the close experience is important and also what he / she can manage, get to know, measure or try
- The global concept of education – teaching in thematic units distributed in educational areas, leads to a gradual understanding of the connections and the continuity in the system of formations, but also to the understanding of the integrity of the world and its problems, the place of man in it and the interrelation of the existence of everything that surrounds the child and what the child meets in the adult world