Montessori, a pedagogy that fits precocious children!

We used to call them intellectually gifted, we now talk about “high learning potential” or “precocious children”. From time to time we use abbreviations like “HP” or concepts such as “zebra”… and so on. But no matter which word is chosen, the reality is the same: an intelligence that does not use the usual paths and has specific needs. And rather than erase those differences in order to make them fit an illusionary norm, it is much better to welcome them and use them as strengths! It is why choosing one of our schools based on the Montessori pedagogy ,starting from preschool, can be positive.

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The importance of attention given to each child

Like one of our wonderful teacher at our Paris school said, attention can be measured with “the soggy fry theory”. This theory can help to shed light on how children function and help us answer their needs without draining our energy as parents or teachers.

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It is our mission as school founders, teachers, parents to be cautious of the world social constructions. How many times, even by not paying attention, we assign roles to children?

The sociologist Elizabeth Sweet analysed more than 7 300 toys from the American stores chain Sears, for one century. The study helped her notice that traditional roles such as “the little housewife” or “the young handyman” where enhanced and were then replaced by “the princess” or “the knight” in the 80s. Targeting toys based on gender goes beyond a simple boho rebellion.

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One of the sentence that comes up quite often when we speak about the schools we create is this surprising statement :”But by overindulging children like this, you do not help them prepare for the difficulty of life!”. Then, we smile as a courtesy and because of exasperation. We smile not to scream. “Difficulty of life”, what an educative schedule!

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