Access to culture stands out in the careful and diversified selection of what we propose to children, from the choice of books and texts for students to contact with contemporary plastic artists. Knowing how to play, socially participate, work with others, build knowledge, discover for yourself, create, invent and have fun are some of the aspects that we value highly in the organization of the curricular project.
Thus, in our Early Childhood Education, work is organized in interrelated areas of experience:
- Identity and autonomy: experiences related to the construction of personal identity, perception and appreciation of differences and similarities between people, cooperation and collective work in the achievement of common goals.
- Communication and representation: experiences that provide personal expression and the use of different languages to act socially and express thoughts, feelings and ideas. These include art, music, movements and games, oral practice, reading and writing, mathematics and English.
- Knowledge of the world: experiences with social and cultural manifestations of this and other times and children’s experiences with the natural world in its different aspects. Play is seen as special and unique language. Some themes go through all the initial schooling and mark the way to relate in the school space: education for conscious consumption, for health and for diversity.
The Early Childhood Education characterizes the particular structuring of multiple proposals, time, space and play.
The articulation of different situations in the school routine is an important resource for students to have a rhythm of work that balances moments with different degrees and types of attention that demand different attitudes and postures of relation, such as: listening, asking, explaining, narrating , Produce, observe …
In various projects and proposals, students are the agents of their own learning, as they expose what they know, listen and think about the comments of others, face problems, consider information presented by the teacher and other colleagues and, from all this, Produce and learn.
Much of the production is exhibited in classrooms and by the School, not as a decoration, but as a means of communication, appreciation and, above all, appreciation of children’s production.
Most of the learning situations experienced at this stage are organized to provide students with peer-to-peer, small-group or whole-class peer-to-peer experiences, which is important for them to learn to work as a team and to share what they learn.
The idea of a classroom as a place of learning is broadened, and many activities take place in other places, such as the library, multimedia spaces, the park, the kitchen, the vegetable garden, for example.
In each space, the student has the opportunity to live with specific demands: listening to stories and choosing books to take and read with the family, making oatmeal, entering a site to search for sharks that live in the Brazilian seas, Bag, jump rope etc. All spaces embody the diversity necessary for students to establish many relationships of meaning to everything they do within the school.
The participation of family members in activities within the Village narrows the student’s attachment to the school. Each year, grandparents, mothers, fathers, siblings and other relatives participate or carry out activities in the school environment. These are highly anticipated occasions for all children to hear stories or eat chips listening to stories and stories of their families, grandparents and grandmothers; Learn about the profession or the duties of fathers and mothers, and receive visits from brothers and cousins to do various things together.
In addition to meetings with parents to discuss the processes in the school environment, whether individual or collective, we also highlight the importance of parental involvement as readers of the school blog, in which we update educational and pedagogical issues of interest to Early Childhood Education. It also adds, with special emphasis, “Happens in the group …”, site of each series, in which we divulge the central ideas of the work with the groups, giving visual news of the work done.