A JOURNEY TOWARDS LEARNING

Educational project

Neurosciences have shown that the first three years of our lives are decisive for the physical and cognitive development of the child, as well as for forging the foundations of his or her personality.

That is why, because we know it, we have developed an educational project that takes into account how development occurs and how to promote it, using the contributions made by Neuroscience to the educational world.

Our educational project is based on pedagogical innovation and excellence, including the contributions of active pedagogies that have proven to be the most effective in responding to the real learning needs of children.

For this reason, multiple intelligences are very present in our classrooms , presenting the children with pedagogical proposals that contemplate all forms of learning: using language, movement, music, nature, etc. And also the principles of Montessori and Pikler that favor movement, autonomy, respect for the child and his natural activity, as well as Waldorf pedagogy to claim the connection of learning with emotions, creativity and art.

With all this, and with our experience of more than a decade working in early childhood education, we have created and customized our Project, an educational project designed for the little ones. For them to enjoy it now and for it to serve as a solid foundation for future learning.

A project made with care

In our nursery school, we are committed to know in depth the physical and cognitive development of each of our young students. We believe in a personalized education that respects the individual pace of each child, without advancing stages or forcing learning, enhancing and caring for their abilities and encouraging them for their future.

Initial assessment

At the beginning of the school year, we assess each child’s development. This allows us to start from their actual level of maturity and adapt to their needs, offering them the support and resources they need to grow and learn in the best possible way, personalizing our school for each child.

Personalized approach

Each child has his or her own needs and talents that we must respect and accompany with patience and affection. Our goal is that each student feels capable and confident, favoring his or her personality and integral development.

Importance of emotions

In our school, we understand that there is no learning without emotion. The brain not only learns content, but also the emotions that accompany it. Therefore, our educational project emphasizes the emotional bonding and emotional security of the little ones.

Exciting activities

We bring this approach to the classroom with activities that spark children’s attention and excitement. We cater to the needs of their limbic brain, naming and accompanying their emotions with our modeling. Throughout the day, we have experiences that promote emotional education, making it exciting.

HOW DO WE DO IT?

Our project in the classroom

Our educational stage has its own characteristics that make it different from any other, and that requires favoring the bases of development and not the contents. That is why this is not the time to learn letters, numbers, or to make flash cards.

  • We begin to get to know our body and its possibilities through free movement, milestones and appropriate motor challenges. That is why every day we carry out neuromotor activities that favor the connection between the child’s body and brain and we encourage movement in all spaces (in the classroom, in the forest, in the playground, in the multipurpose room…).
  • We experiment with all the senses, because they are the gateway to the child’s brain and the more sensory experiences they receive, the better the child’s sensory processing will be. That is why we carry out sensory provocations and workshops in the classrooms, and we enjoy a sensory garden and a vegetable garden in our outdoor space.
  • We relate, because we are social beings who learn from others and with others. And school allows us to imitate, learn, share… and solve the small conflicts that arise from these first social relationships, which are also an important source of learning.
  • We communicate in our mother tongue and initiate ourselves in a second language, because it is in these early years that the plasticity of the brain facilitates its acquisition in the simplest way. And we do this by talking a lot, exposing them as much as possible to that second language and being good linguistic role models for the children. Just as the mother tongue is learned, in a natural way.
  • We learn to be a little more autonomous every day. And for this we trust in the abilities of our children and encourage them to try as many times as they need any new challenge.
  • We enjoy their creativity, their expression with all kinds of resources and materials (plastic, musical, linguistic, gestural…), enriching all learning channels.
  • We awaken their interest in learning something new every day, so we start the day with a surprising, motivating, fun activity… that activates them and keeps them motivated every day.
Hori the adventurer

In our school and in our classrooms we have a mascot that helps us to establish an affective and meaningful bond with all the activities we do: our Hori. An adventurous astronaut that will accompany us in all our learning and that you will surely meet in your homes.