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Our new partner Montessori Kids School

montessori kids partenaire speaking agency

 

Montessori-Kids is a bilingual Montessori kindergarten and elementary school declared at the Paris Academy.

 

 

In the heart of the 5th arrondissement, it is located in a calm and green environment, opposite the Théodore Monod square, the school opened its doors in September 1996 ...

 

The school offers children a school environment based on knowledge and taking into account their basic needs. In particular: the need to love and be loved, the need for autonomy, the need to be respected, for security,  to be active, to understand and participate in the world that l 'surrounded.

 

Respect for these needs is likely to reveal and develop their intelligence and creativity, to respect their rhythm and  individual peculiarities, while gradually introducing him/her to social and civic life.

 

The school respects the National Education program on the nursery and elementary cycle.

 

 

A positive primary school:

 

montessori kids ferme

 

The approach of the Montessori-Kids School is to respect the individuality of each child in all these aspects (h personality, pace of development, potentials and difficulties), in order to allow each child to find his/her place and be fully realized within the group.

 

 

 

A bilingual primary school: 

 

 

montessori kids bilingue

 

Learning a second language is an asset and an important cultural opening. It is essential that the child is exposed to it during the sensitive period of language, that is to say between 1 and 6 years, indeed, during this period, the hearing system of young children is receptive to a greater variety of sounds than that of adults. It has not yet tightened around the sounds of their mother tongue.

 

The child is able to distinguish sounds more finely. Between 4 and 8 years old, his/her ability to imitate is maximum. This is how young children living in a bilingual environment  assimilate  two languages very quickly.

 

The acquisition of the mother tongue goes far beyond a simple "learning". Above all, it is being in contact with others in an intensely emotional context.

 

Young children need to have their own mother tongue, recognized and spoken at home with their parents: from there they can, even very young, hear and learn other languages ​​orally without compromising learning and the correct use of their mother tongue.

 

To recognize the language of the other is to recognize the whole person, it is also to accept the difference expressed by another culture, in particular representations of the world possibly different from ours.

 

 

In class 3-6, the school offers an essentially oral and playful approach to English with a view to initiation and cultural openness. The daily presence of an English-speaking assistant offers a phonetic "language bath" that the child will gradually absorb, in the Montessorian sense of the term, during this first cycle.

 

For non-English speaking children, this is essentially a progressive awareness of the musicality of another language and the shared discovery of different cultural elements (songs, rhymes, stories, festivals, traditions, etc.).

 

 

In elementary class, this approach is reinforced, it is led by the English educator who offers a more systematic didactic learning of English for non-English speaking children. Entry into the written language (reading, spelling, grammar and written expression and work on fluency and enrichment of oral expression are gradually offered to children.

 

 

 

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