Why Montessori?

The Montessori approach is the essence of our school. This, for us, means much more than simply changing some aspects of the conventional model of education. It is a completely different way of learning and teaching, designed to prepare children for success in a global world.

Our curriculum is largely based on the AMI Montessori curriculum and we adhere to Spanish Educational Ministry requirements of following both the Spanish Language and Spanish Culture curricula at Elementary school level.

The school is in a continuous accreditation cycle with the MSA-CESS (Middle States Association Commissions on Elementary and Secondary Schools), which ensures a high quality educational experience, through adherence to their Accreditation Standards. Instruction is primarilly in English.

Our approach to education is based on the findings of Dr. Maria Montessori´s research. She was the second female physician in Italy, and she applied her degrees of Anthropology and Biology to the study of children at the first Montessori school founded in Rome in 1907.She believed that the goal of the education process was to cultivate a child’s natural desire to learn.

This pedagogical model is based on a deep respect towards children, their rhythms, needs and interests. We always work towards the independence of children, so that they achieve higher levels of autonomy according to their stage of development.

Through experimentation and careful observation, she discovered in the children the Universal Human Tendencies, and we base our educational approach on satisfying these needs:


Montessori considered that allowing the development of all potentialities from childhood is the starting point to achieve global peace, since relationships between satisfied, autonomous, empathetic, self-confident and cooperative people rarely erupt in violent situations.

Maria Montessori said that all beings and elements of the Universe fulfill a function and that they are interrelated.

We all have a mission, the potential to fulfill it, and a place in the World.

If the development of the child is impeded or hindered, the fulfillment of their role as an adult is limited and they are separated from their own human nature.

By observing children, we observe human nature in its purest form.

Similarly, to avoid the transfer of cultural variables that could be counterproductive, we must also observe ourselves as adults, be present and aware. The main challenge the Montessori teacher faces, and the most important one, is to break with her cultural legacy and work from love and with a scientific spirit. For all these reasons, Montessori pedagogy builds a society by cohesion, that is cooperative instead of competitive, from the philosophy of Education for Peace.

How we feel about ourselves has to do with how we relate to others

A childhood that has been limited in its developmental needs,hinders having a consistent state of satisfaction later on in life. THe way in which children are brought up in a culture, is a reflection of how political decisions are made and the way in which relationships with other cultures and countries are established.

This idea has a great sociocultural and political impact, since it suggests that by dignifying childhood on a large scale, we can clean and reset our culture.

The Middle States Association ensures quality standards in the school for an easy transition to International Schools worldwide. The curricular contents are equivalent to the contents of the “Common Core Standards” as well as the Spanish language and culture curriculum, and our pedagogical team is kept up to date on changes and developments in this area.

Our goal is that children can work in both English and Spanish educational systems.

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