Montessori pedagogy

Our method, that is founded by Maria Montessori, is a child-centered pedagogical approach. This is based on the scholary observation of the children. The pedagogy is succesfully practised all over the world, in the different cultures around us. Montessori (1870 – 1952) was the first woman doctor in Italy. After some further education, she opened the first Casa dei Bambini for 3-6-year-old children. Based on the observation and the experience, she worked out her own pedagogical method.

The principles of the Montessori pedagogy

  • developing the self-determination, providing freedom
  • individual development proccess
  • helpful, supportive teachers who enroaches when its needed
  • learning by yourself, in connection with the interests
  • individually focusing on the sensitive periods of the
  • materials by you can discover the whole world around you. These are on low shelves, where the children can easily find and choose.

We have to provide to the children the chance of the free discovery and delf-determined problem-solving.

Materials of the Montessori pedagogy

The materials contains the knowledge in themselves, these are free to find on the shelves. This is an optimal enviroment for learning and developing alone.

  • Sensorial development
  • Practical life
  • Native language development
  • Mathematical development
  • Cosmics
  • Art development (literature, music, visual activity)
  • Physical education and swimming

In our every day life, we focus on these parts of the development and activities in two languages.

The speciality of this pedagogy is mainly the materials that we use during the days. In any other traditional or alternative pedagogy is cannot be found.

English language development

Our institution was the first onein Hungary, who started to alloy the Hungarian and the English language with the Montessori pedagogy. The past 18 years prove that if the children hear both of the languages during the day in the kindergarten, it promotes the conformity, problem-solving ability and the natural interests about the foreign language.

In our groups, we operate with the two-teacher model, that means both the Hungarian and the English teachers are present.

The role of the native-language teacher

  • aquire the phonics of the mother tongue
  • develop the acoustic and verbal attention
  • grammatically good sentences
  • enlarge the vocabulary
  • tales and rhymes
  • native-language development of the Montessori pedagogy
  • prepare the work and the basic knowledge for the English-speaking teacher

The role of the English-speaking teacher

  • builts on the intesterest and sensibility
  • the aquirement of the foreign language follows the same levels as in the mother tongue
  • helps to percieve the difference between English and Hungarian on the level of phonemes and morphemes
  • provides situational language use with the expension of the passive and active vocabulary
  • English tales, poems and rhymes
  • works on expressive language
  • models simple and composite sentences


Tünde Hierholczné Faragó

Technical Director, Hungarian Speaking Montessori Nursery Teacher

Judit Szabóné Haulik

Headmistress, Hungarian Speaking Montessori Nursery Teacher

Ivetta Simon

Hungarian Speaking Montessori Nursery Teacher

Tímea Fazekas

English Speaking Montessori Nursery Teacher

Annamária Teski

English Speaking Montessori Nursery Teacher

Eszter Negyeliczky

English Speaking Nursery Teacher

Rebeka Mónika Varga

English Speaking Teacher

Judit Simon

Baby and Infant Nursery Nurse

Mónika Miklós

Baby and Infant Montessori Nursery Nurse

Erzsébet Szobota

English Speaking Montessori Teacher

Panni Márkusz

Baby and Infant Montessori Nursery Nurse