Objectives

THE INTEGRAL EDUCATION OF CHILDREN.

Through the emotional, physical, intellectual and social development of the child we will allow him/her to reach the maximum capacity within the qualities inherent in each one. We will stimulate interest in scientific knowledge and self-learning.

EDUCATIONAL EXCELLENCE AND INNOVATION.

We study the neuropsychological processes that are put into operation in the learning processes and we intend to make available to the child everything he or she needs for learning of the highest quality and really effective and lasting.

COEXISTENCE IN A HEALTHY AND ENRICHING CLIMATE.

We will promote the resolution of conflicts with respect and love for oneself and others, fostering personal relationships in a cordial and peaceful way. We will allow the development of the child's personal values, which will lead to self-discipline. And this will lead them to think about the common good.

RESPECT FOR THEIR EVOLUTIONARY STAGES AND THEIR MATURATIVE PROCESSES.

Education must be concerned with satisfying the developmental needs of each individual. Each being is unique and unrepeatable. The study and adequate response to the needs of each stage must be the priority of education.

THE PROMOTION OF CREATIVITY, ENVIRONMENTAL AWARENESS AND HAPPINESS.

During the day to day we offer the child tools and resources that feed their creativity and stimulate their experimentation and concentration. The space is designed for the child to flow in the activity, generating deep psychological sensations of well-being, related to the emotional states of mindfulness or mindfulness.

COLLABORATION WITH FAMILIES.

We are professionals and families committed to the education of our children. The daily communication, the personalized attention, the collaboration, the coexistence, will be the base for the creation of a community of learning, with it effective and affective bonds will be extended from our space towards the families and towards the locality where the center is located.

 

HOW DO WE ACHIEVE THESE OBJECTIVES?

 

Prepared environments and linguistic immersion: You can see what a prepared environment looks like in the "environment" section of the website. On linguistic immersion, comment that an adult speaks to the children in English during the whole school day, in addition there are workshops, stories, songs, etc. in English.

Activities of movement: The outer space is prepared for it with rockodrome, inclined plane, tunnel, sandbox, bar of balance, etc. It also attends to the movement with the realization of specific activities for fine motor development (materials in the indoor environment) and thick as Yoga among others. In addition the movement becomes a thread conductor in all the method and development of the day to day in the classroom. The children have to move around the classroom to choose the materials and take them to the tables or carpets, the practical life activities were designed to direct the movement towards activities useful for development, we work on the ellipse balance activities because the inner balance starts from the outer balance. There can be no learning without movement.

 

 

Prepared adults: The Montessori Guide is the link between the child and the prepared environment, in this way the child is the real protagonist of the learning process. The Environments have Guides certified and qualified in the Montessori methodology and with official educational qualifications giving guarantees of the know-how.

 

 

 

 

Quality Montessori materials: Maria Montessori designed and perfected throughout her life these materials that make the child cultivate a love for learning and learn to learn. Among their characteristics are: being attractive, colourful, cared for with the aim of attracting the child's attention to him/her and encouraging activity, made with noble materials that link him/her to nature, many offer multisensory experiences, which will provide the child with significant skills and knowledge, making the most of each of his/her senses: sight, taste, smell, hearing, touch. They are also self-correcting, giving the child autonomy, self-esteem and confidence and helping to maintain concentration and flow in the activity.

 

 

Learning to learn is considered an objective of vital importance since our children in the future will opt for jobs that possibly still do not exist. The development of skills of self-discipline, self-learning, self-correction, responsibility, creativity, etc. is for us one of the keys to success, personal and work in the future of children.

Heterogeneous groupings: This encourages a lack of competitiveness and collaboration among all members of the community. The little ones imitate the older ones, they help and take care of the little ones. It facilitates a society in the classroom and resembles the real social environments where the children develop.

Self-managed temporalization: The child is the one who decides how much time he or she needs to carry out an activity. Rhythms and interests are respected.

Attention to diversity: Each being is unique and unrepeatable. In a Montessori environment, each individual becomes the creator of his or her own abilities. Education is not used for stereotyping, but to satisfy the developmental needs of each individual and to enhance their talents.