Our Philosophy
All children and their families are unique.
In order for education for such young children in the Nursery School to be truly effective, it is important to be aware of what we do and whether all the children really do receive the support they need: whether they have the chance to get actively involved, to be heard and to feel part of what goes on around them.
Children discover the world around them and learn in different ways and at different speeds; their family backgrounds also differ, so it is important not to judge them purely on the basis of their language, culture or social and ethnic origins.
Creating a learning environment and preparing lessons that meet the needs of the individual children and their families are tasks that require time and effort.
All children and their families are unique.
To be truly effective in educating children, however young, it is important to be aware of what we are doing and whether all children are getting the support they need: to be actively involved, to be heard and to feel part of the environment. The constructivist model of education is the starting point of our pedagogical work, based on the knowledge that it is the child who drives the learning process, as he or she naturally seeks out opportunities that are meaningful and rewarding to him or her. In the preschool years, it uses primarily its own experience and experience to do this. He compares newly acquired skills with previous experiences and pushes the boundaries of knowledge. The child is naturally inquisitive and 'just needs' a stimulating environment in which to seek out learning challenges. In such an approach, it is not possible to isolate knowledge into individual 'disciplines'. A holistic approach to learning can already be found in the planning of activities into integrated units, which are the basis for the work of the children in the activity centres of the Start Together programme. What connects the tasks in each centre is the topic to which the tasks relate and which the children in the class deal with over a period of time. The children have the opportunity to really explore the topic with all their senses. From an early age, we emphasize the development of each child's personal potential and strive to individualize learning. This way of working leads to a "maximisation" of the child and teachers being better motivated and more likely to succeed, this is reflected in a real appetite and desire to know more and to enjoy this knowledge. We also work successfully with self-assessment from a young age, which again reinforces the children's positive motivation to learn actively and independently. The work in the environments promotes the development of cognitive skills through the child's own activity - they are encouraged to try everything for themselves, to make their own decisions, to communicate, to express their thoughts, feelings and wishes in a natural way in everyday activities.
Cooperative teaching and the promotion of cooperation between children are considered as one of the main principles because they lead to mutual enrichment. Children are encouraged not only to learn from each other, but also to listen and respect each other's opinions.In an environment where children's autonomous work and cooperation is a priority, the role of the teacher is changing. The caregiver is seen as a guide through the world of cognition rather than a controlling element. The caregiver provides support, creates a stimulating environment, participates with the children in the creation of rules of work and their implementation, or encourages and regulates discussion.
The work with the children in the Draco Nursery and the Little Lion Children's Group is guided by the desire to cover all their current educational areas. We try to develop social, self-care and motor skills, graphomotor expression, perceptual and production skills in vision, hearing, speech and other skills, build a foundation for future numeracy, train short-term memory, concentration skills and many other things. Surely it would be wrong to focus narrowly on just one of these areas and then develop that at the expense of the others. Pre-school education can be seen as the trunk of a tree from which the branches (educational fields or school subjects, if you like) are only separated at school age. A healthy trunk holds together, the vascular bundles within it are interconnected and nourish the whole tree, even if they have their own specialised missions.
Children explore the world around them and learn in different ways, at different rates, and their family backgrounds vary, so it is important not to judge them solely on the basis of language, culture, and social or ethnic background.
It takes time and effort to create a nurturing environment and to prepare teaching that meets the needs of individual children and families.
All children and their families are unique.
To be truly effective in educating children, however young, it is important to be aware of what we are doing and whether all children are getting the support they need: to be actively involved, to be heard and to feel part of the environment. The constructivist model of education is the starting point of our pedagogical work, based on the knowledge that it is the child who drives the learning process, as he or she naturally seeks out opportunities that are meaningful and rewarding to him or her. In the preschool years, it uses primarily its own experience and experience to do this. He compares newly acquired skills with previous experiences and pushes the boundaries of knowledge. The child is naturally inquisitive and 'just needs' a stimulating environment in which to seek out learning challenges. In such an approach, it is not possible to isolate knowledge into individual 'disciplines'. A holistic approach to learning can already be found in the planning of activities into integrated units, which are the basis for the work of the children in the activity centres of the Start Together programme. What connects the tasks in each centre is the topic to which the tasks relate and which the children in the class deal with over a period of time. The children have the opportunity to really explore the topic with all their senses. From an early age, we emphasize the development of each child's personal potential and strive to individualize learning. This way of working leads to a "maximisation" of the child and teachers being better motivated and more likely to succeed, this is reflected in a real appetite and desire to know more and to enjoy this knowledge. We also work successfully with self-assessment from a young age, which again reinforces the children's positive motivation to learn actively and independently. The work in the environments promotes the development of cognitive skills through the child's own activity - they are encouraged to try everything for themselves, to make their own decisions, to communicate, to express their thoughts, feelings and wishes in a natural way in everyday activities.
Cooperative teaching and the promotion of cooperation between children are considered as one of the main principles because they lead to mutual enrichment. Children are encouraged not only to learn from each other, but also to listen and respect each other's opinions.In an environment where children's autonomous work and cooperation is a priority, the role of the teacher is changing. The caregiver is seen as a guide through the world of cognition rather than a controlling element. The caregiver provides support, creates a stimulating environment, participates with the children in the creation of rules of work and their implementation, or encourages and regulates discussion.
The work with the children in the Draco Nursery and the Little Lion Children's Group is guided by the desire to cover all their current educational areas. We try to develop social, self-care and motor skills, graphomotor expression, perceptual and production skills in vision, hearing, speech and other skills, build a foundation for future numeracy, train short-term memory, concentration skills and many other things. Surely it would be wrong to focus narrowly on just one of these areas and then develop that at the expense of the others. Pre-school education can be seen as the trunk of a tree from which the branches (educational fields or school subjects, if you like) are only separated at school age. A healthy trunk holds together, the vascular bundles within it are interconnected and nourish the whole tree, even if they have their own specialised missions.Children explore the world around them and learn in different ways, at different rates, and their family backgrounds vary, so it is important not to judge them solely on the basis of language, culture, and social or ethnic background.
It takes time and effort to create a nurturing environment and to prepare teaching that meets the needs of individual children and families.
