We must attribute enormous potential to the child and the children must feel that confidence. The teacher must give up all preconceived ideas and accept the child as a co-constructor.
Why Reggio Emilia?
For example, when this approach was born after World War II, it is clear that the needs of children and their families at that time of hope and peace are not the same as they are today, socially speaking. It is evident that the needs that children and their families had at that time of hope and peace are not the same as those that may exist, socially speaking, nowadays, but the essence is the same, which is to "adequately attend to the real and present needs of the child, valuing who he/she is and how to be and defending his/her rights". This essence is transversal, it does not expire. In order to meet this essence, this main objective that we have just mentioned, this approach proposes values and a creative, infinite, open way (open of course to other authors, to change, to all active pedagogies, in fact let's not forget that this approach was inspired by the group of authors of the time who, with nuances, defended rights and objectives for the benefit of children; to any material, method, proposal, etc.). As long as it does not go against the essence or the main objective of this approach) evolutionary, natural and organic, beautiful and transforming way of looking at, understanding and approaching education, it has been totally impossible not to be inspired by it.
Some of the values and forms proposed by this approach are as follows:
- Pedagogy of listening.
- The importance of humans relationships.
- The theory of 100 languages.
- The practice of listening.
- Principles of diversity and complexity.
- Importance of the participation of families and society.
- The importance and role of accompanying persons.
- Pedagogy of light.
- Continuous documentation of the development through observation, collection and...
- Sustainability and recycling
What ages are admitted to this school?
In the year of inauguration, academic year 2022-2023, it will have the educational stage from 3 to 6 years of age, that is to say, the second cycle of Infant Education. We are already working to finalise all the documentation so that in the 2023-2024 academic year it will be ready to include the primary education stage.
The idea and our main objective is that all the children enrolled in the infant stage can enjoy our Project throughout their infant stage and continue on to primary school.
Is it private?
What do I need to do to enrol?
During this visit we will also provide all the necessary information about how to enrol. You can make your reservation in three ways:
- Call us: 687888622/637732747.
- WhatsApp: 687888622/637732747.
- Email: email@example.com.
How can I visit the centre?
Is there a uniform?
Do you have a canteen service?
What is the timetable?
- From 8:00 a.m. to 4:00 p.m. Generic timetable, from 9:00 a.m. to 2:00 p.m.
- 8:00 a.m. to 9:00 a.m. Morning class.
- From 14:00 to 16:00 half day classroom.
Where is the school?
Is it a bilingual centre?
What is the classroom ratio?
Do I have to pay tuition fees?
Is there a sibling discount?
What age groups can enrol for the 2022-2023 academic year?
Are there special COVID measures?
Is there a cooling-off period?
Is there a specific entry time?
Is it an approved centre?
How do you assess children?
- Children are continually self-evaluating when they encounter new material, more familiar material, when they manage to overcome their own barriers, etc. In other words, they themselves are evaluating their progress, their emotions, etc.
- The children evaluate us, the accompanying persons. They observe us and become more confident towards us, communicate more widely... as they observe, analyse and evaluate us.
- It is not only people who are assessed. Environments, spaces, work areas according to their materials, their aesthetics, the achievement of objectives, etc. A very simple case can be given: a child's learning of the letter A, for example, is being observed and documented,
by observing the child you can realise a part of his learning, whether he has acquired this learning or not, where he is in the process, whether he enjoys it or not... but in order to justify the reason for your conclusions about the child in the example, you will have to observe and evaluate the material he is learning with, the place, the preparation of the place, etc. You may discover that A is not learning because he/she is not at an appropriate cognitive moment, but because the material is not appropriate, or because the environment is too noisy, etc.
- The accompaniers evaluate the children through constant observation and documentation at all stages of the day, in order to be able to take notes, film or photograph the continuous evolution of each child, the stage they are at, the conceptual content they are acquiring, their emotional state, their relationships with themselves and with their peers, their relationship with movement, etc. Observation and documentation is the most powerful tool to get to know us and them and to be able to share with families the integral evolutionary moment of each child in all areas.
- Self-assessment by accompanying persons.
Your approach and your inspiration is Reggio Emilia, but are you open to other pedagogies?