Preschool

Axes of Classroom Organization

This is where we start the day, manage and organize activities: we take attendance, present the day’s proposals, review routines, learn new concepts and procedures, discuss topics of interest, and resolve conflicts that may arise from coexistence.

We also learn songs, tell stories, vote, and make agreements together.

But above all, it is a space where every child is a protagonist. They have the opportunity to express themselves in front of others, share their experiences and opinions, and feel heard by the entire group.

It is a key moment to foster respect, participation, and cohesion within the class group.

Axes of Classroom Organization

These are delimited spaces within the classroom where specific activities are carried out. The materials specific to each corner guide the type of activity developed there, but it is each child who freely chooses which corner they want to go to, according to the proposals that most attract or appeal to them.

Each activity is designed with specific didactic objectives, and through its realization, concrete curricular content is worked on. These corners are flexible and open: they can be maintained throughout the course, expanded, reduced, or changed based on the needs and interests that arise within the class group.

All corners allow free movement, meaning children can freely choose which corner they want to go to and how long they want to

stay there. This way of organizing space and work helps each child respect their own learning pace, gaining autonomy and motivation.

Axes of Classroom Organization

Projects in Preschool Education are a way of learning by playing, exploring, and discovering the world around us. We start from topics that interest children, and from there we investigate, ask questions, seek answers, experiment, create, tell, and share everything we learn.

When we start a project, we listen to the children: we observe what they already know about the topic and what they would like to discover. We gather their ideas, questions, and concerns, and based on this, we design the activities and content, adapting them to their needs and rhythms.

In this way, children feel like protagonists of their own learning, developing curiosity, creativity, critical thinking, and teamwork. Additionally, they reinforce language, logic, artistic, and emotional expression in an experiential, close, and meaningful way.

Projects transform the classroom into an active space, where learning is an adventure born from their own interests.

Axes of Classroom Organization

The objective of the environments is to create thematic spaces where children can investigate, experiment, discover, and learn through play and interaction. We optimize available resources, utilizing all possible spaces and materials, to offer a rich and varied proposal.

Each environment is developed in a different classroom and features specific materials and activities that give it its own identity. The work is done in inter-level groups, meaning children aged 3, 4, and 5 are mixed, which favors:

• Reduced ratio per environment.
• Interaction between peers of different ages.
• Development of cooperation and mutual help.
• Respect for different learning paces and styles.
• Improvement of social and emotional skills.
• Autonomy and decision-making.

Children freely choose the environment they want to participate in and carry out the proposals offered there with complete freedom and responsibility. Our environments are:

• Movement and Practical Life
• Art
• Purple Light
• Musical
• Storytelling

The environments are held once a week and are an opportunity for each child to be the protagonist of their own learning.