Plan for Education

Nursery School

Plan for Education


Every child has within him an intrinsic curiousity, a natural urge to understand and interact with the world.
The instinct and the child's need to adapt to the environment, the world of objects and people, and it is for this reason that the environment-school is rich and detailed, with irregular spaces in which to work, think, imagine, and grow at their own pace and inner rhythms.
The concept around which we build the entire 'school' experience is through recognising in childhood "the individuality", which is expressed in every moment: the inclusion, to dinner, to sleep, to teaching.
The proper environment, freedom of choice and the appropriate tasks, are elements that promote a harmonious learning environment, with serenity maximising the potential of each individual.
The teacher assumes "centre" role, such as teaching and control, acts as a facilitator who does not impose, provide, prevent, but proposes, prepares, stimulates and directs.
The experience of every child now is global, in a reality where you can grow in any direction, it is important harmonious growth takes account of the age of the child, and their unique developmental aspects: cognitive, emotional, motor, interpersonal and communication.


The nursery "M.Montessori" is an egalitarian private school , with high quality standards both in teaching and in organisation.
The design of instruction, adapted with training, is carried out every year as a project of "school", to become project "section", meaning a section is able to have their own educational project. (see Design) And guidance for the children who compose it (sections are homogeneous for age).
This allows the recognition of the important differences that characterise individual experience and to monitor our baby's growth, evolution and education.
Next to the basic design (see POF), which refers to national guidelines, further opportunities are available (see Optional Courses) which have the goal of making truly "unique" the school experience for children.

Foreign languages

The European orientation of the school is expressed through the proposal of two foreign languages, English and French, in the first year of nursery (2-3 years).
At this age, children have the gift of naturally assimilate any language, using an approach similar to learning naturally from parents.

The proposed hours are as follows:

  • chicks and bears: 1 hour and a half English and French 1 hour a week
  • squirrels and hares: 4 hours of English and French 1 hour a week

It's important that children are motivated, attracted and delighted in being involved in a new language that can grow with them and can allow them to both have fun whilst learning.
This creates, naturally, a good base to achieve to achieve a high level of English and French in future years of primary school (see Language Project and Primary School).

The continuity with the primary school

Last year of nursery represents the time in which children express so-called "basic skills", i.e. all those skills and knowledge that define the "school maturity".
Speaking of "school maturity" means involving cognitive aspects as much as those of language, motor skills, relationships and emotion well-being.
Within the 'Montessori' school it is possible, since it is both nursery and primary school combined. Much planning has gone towards ensuring a smooth transition, continuing with punctuality and no effort spared.
This experience then becomes a teamwork activity involving the class teacher, the director of the nursery, primary school and the coordinator of the future teacher who will welcome children.
All children facing primary school are proposed a "test of maturity school" (see Counselling childhood) with which you evaluate basic skills and help build your child's academic profile, which is shared with both the family and with the representatives of primary school.
All this in order to ensure that the transition to the next grade level takes place with respect and concern for the progress of each child.

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