Življenje v našem vrtcu


“An adult who does not understand that a child needs to use his hands and does not recognize this as the first manifestation of an instinct for work can be an obstacle to the child’s development.”
Maria Montessori

Education enables activities of everyday life as an answer to the child’s needs. Activities are connected between the child’s home and the kindergarten surroundings. Everything in their surroundings is in proportion and the children are allowed to touch everything. Their desire to imitate older people is supported. For them, activity is special (for grownups, it is routine). The child slowly becomes independent and develops self-esteem (love for work). Through repetition, their actions become more precise and orderly. By developing the ability of concentration they connect reason with body.

A child is able to settle and connect.


»Nothing which has previously not been in senses is in reason«

The purpose and goal of working with materials is to acquire clear and conscious information. It is through the senses that the child begins to recognize his surroundings and begins to understand it as well. For Maria Montessori, a child is an explorer of the senses. Arranging things are the first steps at organizing the childs reason – this aids them in assimilating into the environment. Sensory practice were shaped by Maria Montessori in a way that they overlay all qualities we may perceive with our senses. She organised them in eight different groups: visible, sensory, gravitational, thermal, hearing, scenting, taste and stereognostic.



The language territory offers linguistic material in pictures and with other objects, which interexchange and encourage the child to use the language. Language is present at all times and in all areas. Materials stimulate and develop the child’s ability to speak, ability to hear, write and read. The reading corner (library) serves as a listening spot, when the educator reads. Later, the children examine the books alone and ruminate upon them. Perhaps they discuss the books, later make their own books or read short texts from books. Once they are confident enough, they may read to others. The personality is still important as well as the transfer of language skills. The child learns to express consciously. We offer the child the ability to express ideas with the necessary vocabulary. The child recognises the existence of words, their meaning (word function) and that the words have a special place in a sentence. This helps the child to prepare for reading what others have written.


The field of mathematics is centered towards understanding and discovering mathematical ideas instead of strictly keeping in mind mathematical facts. During presentation, the child focuses on individual material, which isolates separate ideas. This helps the child to pass over from perpetual research to abstract understanding of mathematical concepts.



Cosmic upbringing with a twist of biology, geography and history.

“It is necessary to place the soul of the child in contact with creation, in order that he may lay up for himself treasure from the directly educating forces of living nature.”
Maria Montessori

Maria Montessori made use of cosmic education suitable to her time and readiness of the environment. She included in her programme objects from different forms of everyday environment, such as contour of a leaf, body parts…She also included external activities such as gardening and animal care. Cosmic upbringing activities for 2 to 6 year olds should include learning the natural world elements such as water, volcano, plants, animals, space, landscape, oceans, body parts and much more!


The field of art is rich and important for the child, since all creativity comes from the child himself. There are a lot of positive qualities which come may be derived from art. Art influences on brain development, improves the understanding of academic area, stimulates the child’s natural curiosity. It is a process, not a product. There is no right and no wrong. Art teaches order and succession and cultural bonding. The educational environment  in the art area grasps a lot of techniques and creativity. Ranging from the preparation of the hand (clipping, glueing), drawing (colours, waxing, chalk, drawing along music), painting (number of ways), collage, print, shaping (clay, plasticine, salt dough) and weaving.