We place attentiveness at the heart of our approach. We are attentive to each child in order to know him or her better and so as to answer their deepest needs. We ensure affective safety by establishing good relationships with children, respecting their personhood, and making sure that others are respectful of the rules guaranteeing this safe environment.
We let children evolve each according to their own rhythms while we keep them stimulated.
They are offered activities in keeping with their desires and capacities while we foster their concentration and whet their intellectual curiosity.

The Rothschild park nearby is both an exceptional playground and learning field. Children go there every day all year round and enjoy freedom. They can whet their curiosity in a natural environment located at the heart of the city. They refine their sense of observation throughout the seasons and can experience a general feeling of serenity in a large open space. This relationship with nature is reinforced by regular picnics, educational, artistic and sports projects. Such relationship with nature is vital to the children, whose stress is thereby reduced while their concentration is increased.

Acquiring autonomy is a first step toward socialization. The Petite Ecole Bilingue Montessori does everything it can to help the children in this first instance of socialization and opens them onto the outside world.
Observing and coming to know the children individually is essential to accompany them in the course of their development, which in turn makes it possible for the educators to provide them with the means to adapt to community life while respecting each other and themselves.

By mixing ages, the school favors emulation, mutual support, respect for others and cooperation between children. Attending a school is not unlike being in a family. Younger children learn from older ones, while older children take responsibility with younger ones.
Interaction creates emulation, leads to cooperation and mutual aid. Eventually the age difference is not an impediment but an asset. Fully consented emulation generates mutual respect among children. Observing, helping one another, sharing, working together, entails creating strong bonds while contributing to each other’s respect and developing the socializing of all.

Expressing oneself in another language does not require any specific effort on the part of children in a bilingual context. Children can indeed master two different languages without feeling that they have been working to learn them. The younger the children, the more receptive they are. Bilingualism also extends brain conditioning to other languages. This makes it easier to acquire grammatical forms. In surroundings that sound different, the children are naturally immersed in the language on a daily basis.

Understanding through one’s actions. Each single one of the children’s acts is accomplished with them and not in their stead, the goal being to help them acquire self-determination. We pay great care to offer children a pleasant environment as well as a serene, though lively, atmosphere. This is rendered possible thanks to the Montessori schooling method which encourages children to explore their own surroundings.
The carefully designed space, the progressive and varied sensorial material at their disposition is an important factor that leads to this autonomy. In a space designed specifically to meet the children’s basic needs according to their own rhythms and choices, children are free to move from one activity to the next while learning to take care of their surroundings and of others around them. This environment is made up of 5 distinct areas: practical life / sensorial work / mathematics / language / cultural activities (geography, biology, sciences, music, art, etc.).
We wish to provide children with a pleasant environment, one that is adapted to their needs, as well as a quiet, peaceful, but also happy and lively atmosphere.

Maria Montessori designed her materials to meet the children’s various needs throughout their development and what she termed “the sensitive periods.” These can be described as specific periods when children are most susceptible to learn and assimilate from particular experiences.

On a daily basis that respects the children’s own rhythms, the manipulation and comprehension of the Montessori material allow children to foster their concentration, logic and dexterity. Each piece of the material is designed so as to permit a progressive and lasting learning of fundamental notions (mathematics, language, reading skills…).