The child develops the ability to read. They learn to hold a pencil, maintaining correct posture, to write their name and those of their peers in upper and lower case, to copy words that serve functional needs and meet their interests.
The child develops oral communication and expression. He expresses his thoughts, narrates experiences from his everyday life, describes objects or events to the group, explains and argues about his choices and opinions, learns to listen without interrupting his interlocutors, acquires phonological awareness of language through the distinction of phonemes, exercises his memory through the distinction of phonemes as components of words.
Taking advantage of our prime geographical location, we offer large open spaces with our Outdoor Classroom. We believe that children learn everywhere and need a wide variety of learning experiences. Many activities are also implemented outdoors. Children can initiate their own learning experiences and activities, with the support of teachers. They experience nature in many ways, providing invaluable benefits for physical development and physical abilities. At the same time, they are encouraged to learn through getting to know themselves. Such activities contribute to the development of interest in science, increase children’s joy, calmness and self-confidence, and build interpersonal relationships in a spirit of cooperation.
Our actions, our behaviour, our mood shape the world around us. All of the above is an externalization of our emotions. So by understanding more about our mental world, we better understand our environment. It is very important to be able to recognize our emotions, as this helps us to cope with them.
Experientially, through various stimuli such as references to other lessons, a picture, a story, an incident, children explore and discover the world around them. It is a very enjoyable process of discovery and knowledge through the cultivation of creative imagination. Children are invited, through the security offered by the ‘role’ and with the help of a fictional story, to discuss and express themselves on completely real issues that may concern them in their daily lives. Body movement, play, silence, improvisation and role playing offer each child pleasure, enjoyment, helping them to turn towards themselves and towards the needs of their peers.
English is part of the everyday life of the Kindergarten and is not introduced as a separate subject only. In a fun and playful way, children are introduced to the first language stimuli in English based on the learning needs of their age. Thus, under the supervision of an English-speaking teacher, they are actively involved in the learning process through dialogues, songs and games and experiential activities, cultivating skills and constructing concepts relevant to the subject they are working on. The teaching of English focuses on communication (speech and expression) and aims to engage students in a process where language learning is not an end in itself but a means of exploration and learning in order to love the language.
Through experiential activities, physical movement and play, children are encouraged to continuously expand their perceptions of space, initially exploring their immediate environment. They recognise that the environment around them can change and that they can, through their own intervention, modify it. They recognise some of the inventions of people as well as the usefulness of science in everyday life, comparing photographs, analysing and commenting on events and characters, reading fairy tales, myths and writing their own stories, etc.
The main objective is to develop ways of thinking that exploit the characteristics of mathematical science. Through experiential activities based on sensory learning, students build basic mathematical concepts, which lay the foundation along the way to acquire an important mathematical background. Mathematical concepts are always applied through games and movement, aiming for children to learn to group, sort, compare, match based on specific criteria, orient themselves in space and time, enumerate, recognize numbers and their meaning, perform simple mathematical operations mentally or with objects, perform experiments with discrete (e.g., with objects), and learn how to make mathematical calculations. (e.g., beads) and non-discrete (e.g., water) units of measurement; solve problems using appropriate tools, understanding that they can be solved in many ways; recognize shapes and use double and triple entry tables.
Since antiquity, dance, movement and music have been essential parts of both education and children’s everyday life. So it is also included in our Kindergarten programme as an activity. Through music and movement education our students express themselves and have fun. Through the use of instruments and movements the child is able to better organize their emotions and become more creative! Its benefits are many! It develops hearing. Stimulates the imagination! Develops all aspects of the child’s personality. It teaches the child to cooperate and take responsibility.
