Montessori in public schools
Mexico City
Mails: e09fzp0235i@aefcm.gob.mx
rincon-infantil@hotmail.com
About
The project arises on April 18, 2022 from the invitation to a meeting with Dr. Luis Humberto Fernández Federal Education Authority in the CDMX, in which he asks if it is viable and possible to implement the Montessori Method in public preschool schools for the substantive improvement of education in the CDMX.
Laura Vázquez Montiel, having the experience of being a Montessori guide, gives the answer, that from my experience it is possible, since at some point in my working life at the SEP I implemented it directly in the classroom. Taking into account the above, it begins with the design of the project with the following justification:
«The Montessori method is a scientific method that takes into account the stages of development and the needs and characteristics of the child, it is a method based on observation as philosophical principles can be said to be the basis of order and discipline, promotes concentration and imagination and helps the development of autonomy, the teacher is a Guide that helps the child in his self-training, therefore I believe that these characteristics of the method help to have more elements so that the teachers can have a better intervention and thus achieve the desired graduation profile of the preschool level.»
So far it is concluded that this piloting has been successful, starting with the transformation that took place in the classrooms – since these are environments conducive to learning -, it is worth mentioning that the schools have a large number of diverse didactic materials of mathematics, language, science, among others and that the teachers had to make a selection and accommodation of these materials that are now also used taking into account the Montessori philosophy, This issue has enriched the opportunities for intervention and learning in students.
In relation to teacher intervention, great changes have also been noted in the way in which teachers carry out their educational practice, since they have discovered that this way of intervening helps them in their professionalism and in the achievement of students’ learning; It is also observed that all these forms of learning do not move away from the current curricular proposal (key learning).
The behavior, interest and participation of children in this form of work. It has been evident how it has helped them in their autonomy, decision-making, practice of values and interest in work.
It is important to mention that thanks to the support in the first place of Profra. Rocío V. Saldaña López, this project has been able to be carried out and see the successful results that have been obtained. So well as all of the Montessori community that supported the donation of materials and their openness to provide help. We also thank Amsterdam School, which opened its doors to support this project with observations and guidance to teachers.
