Services
Understanding is the starting point. From there, assessment, intervention and support are adapted to the child’s profile, developmental stage and family and educational context.
Learning by doing
The environment and materials can turn abstract concepts into concrete experiences. Observation, hands-on exploration and choice help create meaningful learning.
Exploring shapes, placing pieces and discovering relationships turns learning into an active, shared experience.
When every material has its place, the environment supports concentration, decision-making and progress at the child’s own pace.
Number and quantity stop being distant ideas when they can be touched, ordered and checked with the hands.
Linking written symbols with concrete objects brings language closer to experience and supports more meaningful connections.
Counting, comparing and ordering allow mathematical learning to grow from hands-on exploration and discovery.
I assess each child to understand their individual profile, identify strengths and needs, and guide the most appropriate support.
I work individually on learning difficulties, helping each child develop strategies, autonomy and confidence in their own abilities.
I support children and families in understanding ADHD and other forms of neurodiversity, finding strategies that promote learning, autonomy and wellbeing.
I support development during the early years, observing each child’s needs and encouraging autonomy, learning and participation in their environment.
I help families better understand their children’s needs and find practical tools and strategies they can use in everyday life.
I support families and schools in creating Montessori-inspired environments, routines and activities that foster children’s autonomy and development.
A cross-cutting approach
All services share an individualised, respectful and strengths-based approach, coordinated with the family and, when necessary, with the school and other professionals.
“It is not about applying a formula, but about understanding what that child needs and building coherent support.”
Guidance
Tell me briefly what brings you here. There is no need to include diagnoses, reports or sensitive documents in this first contact.