The child is the leading protagonist in our didactic project, the teacher acts as a guide in the proposed activities. A properly adapted, serene and well-balanced environment, favors the development of the child’s psycho-physical well-being and heightens their social and emotional potential.
The method adopted by our highly qualified and trained staff guarantees the socio-emotional stability of the child while at school and encourages all the children to express their individual character and personality.
Our Continuity Project- From Nursery to Primary School
Our Continuity Project is designed specifically for children in their last year of nursery school and takes place twice a month. One of the two monthly meetings is entirely dedicated to emerging primary students. The children completing their last year of nursery school, equipped with their “exercise book” (especially realized for this purpose) are ready to take part in a new adventure with the Grade 1 students and teacher. Together they will complete their exercise books and take part in formal literary, writing and mathematical activities.
The focus of the second meeting is creative, linguistic and social skills. After listening to a shared-experience story, students will be asked to perform correlated post-story activities which include story re-telling and story sequencing, allowing students to reinforce their linguistic, temporal-spatial and logistic skills, not to mention encouraging them to read.
A Communicative Approach is used to emerge children in an English-speaking environment, encouraging them to participate in activities such as dramatic role-play and creative linguistic games, which help to enrich the children’s vocabulary, and develop their communication and interpretation skills. Storytelling is a keystone feature, as the teacher dresses up and dramatizes the story using gestures and tone of voice to captivate the children’s interest.
The structure of the classroom is also important in developing the child’s potential. Specific corners are devoted to linguistic activities and ample space is provided to create a conducive learning environment.
Five-year-old children perform primary school preparatory activities.
Logical and Mathematical activities
At an early age, activities such as puzzles and building blocks stimulate strategy and logical reasoning skills. Whereas mathematical skills are introduced in routine activities such as Circle Time, where students participate in attendance taking and calendar activities to talk about time and sequencing. Important mathematical concepts and skills such as understanding of size, shape and patterns, number sense and recognition, and perception of quantity are skills which children will acquire through carefully structured activities, as well as with songs and games.
Five-year-old children will carry out activities involving number recognition and verbal counting.
Painting, handwork, alternative materials
Manual activities are extremely important for the development of fine-motor skills and future pencil grip in primary school students. Students will have the opportunity to handle different materials, such as wood, metal and natural materials, providing them with expansive possibilities to learn new vocabulary, generate creative ideas and self-expression through sensory and tactile experiences.