Help me to do it alone, Help me to discover the world,
Help me to act on my own.
PEDAGOGY AS LIFE AID
While respecting the rhythm of the child and his development plan, we create learning conditions based on freedom of choice, autonomy and positive discipline. We support each child in a way that allows them to achieve the desired goals and thus promote self-confidence and self-esteem.
Who we are:
In order to be able to observe and accompany each child we welcome, we limit the number of children per class. This operation in small groups is beneficial to everyone.
The school is private but does not respond to any political or religious movement.
Within our classes, the age ranges are quite wide. This division is part of the traditional Montessori pedagogy. It promotes work on mutual aid and mutual respect. The small community thus formed lays the foundations for the life in society of the future adults they will become.
The kindness we show towards children does not mean that the child does not develop in a clear framework. The teachers are guides, they are the bearers of the rules to be respected within the group. Among the older ones, its rules are drawn up at the beginning of the year for the creation of the community.
A PEDAGOGY AT THE SERVICE OF EXCELLENCE AND THINKING
At the École Montessori Internationale de Nice, we offer a pedagogy that enables children to build solid learning, rigorous thinking and genuine intellectual autonomy, giving them the keys to understand the world and find their place within it.
A PEDAGOGY AT THE SERVICE OF EXCELLENCE AND THINKING
At the École Montessori Internationale de Nice, we offer a pedagogy that enables children to build solid learning, rigorous thinking and genuine intellectual autonomy, giving them the keys to understand the world and find their place within it.
The Montessori method is grounded in the scientific observation of the child’s development. At our school, this approach is enriched by the latest findings in neuroscience, in order to support concentration, comprehension and engagement in learning.
Our aim is to enable each child to develop:
- their reasoning ability
- their intellectual curiosity
- their autonomy
- their self-confidence
- their capacity for deep learning
Within the prepared environments, children learn by handling materials, experimenting and exploring.
The didactic materials make it possible to move gradually from the concrete to the abstract, which fosters a lasting understanding of concepts.
This approach develops:
- concentration
- logical reasoning
- analytical skills
- memory
- engagement in work
Children thus become active agents of their own learning.
Learning is organised progressively in order to support each child in acquiring solid skills in:
- language
- mathematics
- science
- history and geography
- general culture
In the Elementary classes (6–12 years), pupils develop a genuine intellectual and scientific approach:
- personal research
- oral presentations
- interdisciplinary projects
- structuring of thinking
This organisation makes it possible to combine autonomy with academic excellence.
Montessori classes bring together children of different ages, which fosters mutual support and cooperation.
The younger children learn by observing, while the older ones consolidate their knowledge by passing it on.
This organisation develops:
- a sense of responsibility
- active listening
- cooperation
- self-confidence
The Montessori method makes it possible to adapt learning pathways to meet the diversity of profiles.
The school welcomes children with varied profiles, including some who are neurodivergent or intellectually gifted (HPI). Through the individualisation of learning, pupils can explore their interests in greater depth and fully develop their potential.
A PEDAGOGY GROUNDED IN SCIENTIFIC RESEARCH
From its very origins, the Montessori method has been part of a scientific approach. Maria Montessori, a physician and researcher, developed her method through rigorous observation of the child’s development.
Today, a substantial body of work in developmental psychology and neuroscience confirms the relevance of her principles: active learning, manipulation, autonomy and concentration.
Research conducted in particular by Angeline Lillard (University of Virginia) has shown that pupils in Montessori environments may, under certain conditions, demonstrate stronger executive functions, reasoning and academic performance.
The work of Solange Denervaud (University of Fribourg) likewise highlights the impact of an active pedagogy on the development of cognitive flexibility, creativity and adaptability. This research underlines the importance of:
- active manipulation
- sustained concentration
- autonomy in learning
- the child’s engagement
Within this framework, the Montessori environment supports the development of:
- executive functions
- reasoning and abstraction
- intrinsic motivation
- solid academic skills
- social and emotional competencies
These competencies are essential today to enable children to succeed and adapt in the world of tomorrow.
INTELLECTUALLY GIFTED CHILDREN (HPI)
A demanding environment tailored to highly intense intellectual profiles.
Some children are intellectually gifted (HPI). They are often characterised by deep curiosity, rapid understanding, a need to explore knowledge in depth and a particular sensitivity to the world around them.
The Montessori method offers a particularly well-suited framework for these profiles, as it combines intellectual stimulation, individualised progression and the structuring of learning.
Thanks to the organisation of the environment and the richness of the didactic materials, the school enables:
- individualised progression that respects each child’s pace
- gradual access to more complex and more abstract concepts
- the development of structured, in-depth reasoning
- rich, cross-disciplinary exploration of fields of knowledge
Within this framework, children can:
- explore in depth the subjects that fascinate them
- develop their analytical and abstraction skills
- carry out research and structure their thinking
- access more advanced learning when this is appropriate
- avoid situations of boredom or disengagement
The Montessori method thus nurtures their intellectual curiosity while building solid academic foundations.
The school also takes care to support the overall development of these pupils, paying particular attention to their emotional, relational and social balance, which is often essential for these profiles.
This support takes place within a structured, demanding and caring framework, allowing each child to fully develop their potential and find their place within the group.
EDUCATIONAL PSYCHOLOGY TEAM
The École Montessori Internationale de Nice is supported by an educational psychology team made up of specialist professionals (psychologists, speech and language therapists, occupational therapists, a psychomotor therapist, art therapists), who work alongside the pedagogical work carried out in the classroom.
This team is an essential resource for supporting the diversity of learning profiles and ensuring high-quality individualised follow-up.
The educational psychology team takes a holistic view of the child’s development, taking into account:
- the cognitive dimension (learning, attention, memory)
- the emotional dimension (self-confidence, emotional regulation)
- the relational dimension (cooperation, social interactions)
This approach makes it possible to better understand each pupil’s needs and to adapt the support provided.
The educational psychology team works in direct connection with the teaching staff in order to:
- refine the observation of pupils
- identify any learning difficulties
- suggest pedagogical adaptations
- support educators in their practice
This collaboration ensures coherence between the child’s needs and the pedagogical responses put in place.
The team works in particular with children presenting:
- learning difficulties
- language or motor disorders
- neurodivergent profiles
- intellectual giftedness (HPI)
The aim is to support each child in developing their skills, while respecting their pace and the way they function.
The educational psychology team is also a point of support for families.
It enables them to:
- gain insight into their child’s development
- explore avenues of support
- better understand specific needs
- strengthen the link between school and family
SUPPORT INTEGRATED INTO THE SCHOOL'S PROJECT
The educational psychology team is fully integrated into the school’s educational project, which is recognised and supported by the local authority as part of its commitment to inclusion.
It contributes to providing an educational environment that is:
- structured
- demanding
- caring
- adapted to the diversity of profiles
A driving force for every child’s success
Thanks to this approach, the school is able to support pupils in a finely tuned, personalised way, enabling them to:
- develop their potential
- overcome certain difficulties
- strengthen their confidence
- progress in their learning
The educational psychology team thus stands as a genuine driving force for the success and flourishing of every child.
“It is not a question of leaving the child to itself so that he does what it wants, but of preparing an environment where the child can act freely.”
Maria Montessori
MONTESSORI METHOD OF EDUCATION
Maria Montessori is one of the first female doctors of her time. A graduate in natural sciences, philosophy and psychology, she is a remarkable figure of the 20th century. In contact with the children of San Lorenzo, she draws on her observations to develop educational precepts that are so avant-garde that they are still relevant today.
THE METHOD OF WHICH IT HAS ORIGINED IN ITALY DEVELOPS THE PRINCIPLES OF:
FREEDOM
To learn to make choices
by the exercise of our will.
RESPECT
Learn self-respect,
of others, of all that
surrounds us.
SOLIDARITY
Benevolence of some towards
others, concept of cooperation and
of interdependence.
IT IS BASED ON 3 KEY POINTS:
THE IMPORTANCE OF
THE ENVIRONMENT
The material is attractive
and perfected. It arouses interest and
appropriation of concepts
through sensory education.
THE IMAGE OF THE TEACHER
The educator is the guarantor
of this environment.
It presents itself to every child in
a state of “humility” suitable for facilitating
the outbreak of personality
thereof.
CONSIDERATION
OF INDIVIDUALITY
Each and every one of us
is a unique, responsible being
of his personal choices.
TAKING THE FIRST STEP
CONTACT US
We would be pleased to meet you…
ADDRESS
6 boulevard Prince de Galles,
06000 Nice