Our dedication to education
As parents we always seek the best education for our children, in this section you will find the various reasons, so much on the part of the parents that now we form this school, as of the teachers who dedicate their lives to this type of pedagogy, so that they serve as a guide in your search process and so that you know the reasons why we have chosen this type of pedagogy.
You will find descriptive aspects of the child's evolutionary journey from the perspective of Waldorf pedagogy, information on this type of pedagogy and other aspects related to the natural environment, organic food and the participation of parents in the education of their children.
Some of our methodological principles
The value of imitation
The little child learns by imitating, responds to what is happening in its environment through a spontaneous imitative impulse. For this reason, at school the teacher becomes a role model for the children in their behavior: his gestures, their language, your attitudes and activities.
We carry out activities full of meaning and coherence with the children, worthy of being imitated. We do with them a wide variety of arts and crafts and home and garden tasks (smart, to model, to wash, sweep, to cook, knead, sow, water the garden plants…) who develop the will, manual skill, the initiative, patience, perseverance and autonomy of the child.
The rhythmic organization of activities
The daily rhythm, weekly and yearly. The school day is organized in such a way that the same sequence of activities is repeated each day, this gives the child a feeling of order and confidence, so it can be located in time.
Each day of the week also has its specific character: the day of kneading the bread, watercolor painting day… and also every season. Each season of the year has its own activities related to the preparation of the seasonal festivals (harvest time, fall, Christmas, winter, Easter…).
Free play
It is the most important activity that the child performs in school, play spaces are spaces for the future! Through play the child understands nature and its cultural environment in an imitative way. In the game live the inner active qualities of the imitated, forming, in this way, the basis for further knowledge of the world. "Apprehend" becomes "understand".
For the small child, playing is something very serious, it's your job, means perceiving with all the senses, put the whole body in motion, be active. Through play the child is trained to master body movement, your balance, a delicate touch and a powerful impulse. Through play the child develops creativity and imagination that will be the basis of their intellectual capacity. Through playing, he will also learn to interact with other children and gradually develop the conscious experience of himself..
The quality and quality of the toys and materials
The sensory organism of the child is in this stage in the process of formation, for this reason we offer the child quality materials and toys, made with natural materials, to help you develop your senses.
The toys we use are handcrafted by teachers and parents, many times in the presence of children, that thus learn to value and care for them by having lived through the entire production process. The toys are always simple to allow the inner activity of children and the deployment of their creative fantasy: ragdolls, colored fabrics, wool or wood animals , baskets of various sizes… we also take many materials from nature for the games: piñas, shells, logs, bark…
For artistic activities we use non-toxic materials made with beeswax and natural pigments.. For the crafts we use cotton fabrics, wool, woods and elements of nature.
Parties
The celebration of seasonal holidays
The Easter Hare
Periodically, we celebrate with the children different parties related to the seasons of the year, some take place in the morning and others take place in the afternoon so that families and friends can attend. Among other:
In autumn we celebrate the Harvest Festival, and the Lantern Festival
In winter we celebrate Christmas and Carnival
In spring we celebrate the Feast of the Easter Hare and the Feast of the White Doves
In summer we celebrate the Feast of San Juan
These celebrations suppose a previous preparation with the children that begins approximately a month before. Each party has its special quality and its peculiarities (decor, crafts that are made for the same, meals that are prepared, accompanying songs…), which helps the child to temporarily situate himself in the course of the year, because each era receives its peculiar nuance, reflection of what happens outside, In nature.
Education of the will, the feeling and the thought
The resolute action potential of the adult is rooted in the first seven years. The seeds of children's activity nurtured and guided with understanding and love underpin their capacity for self-discipline and their willingness to take initiative in the future.
Everything we adults do, especially how we do it, acts on the child's will forces, that responds to its environment through imitation.
Children have the opportunity to interact with children of different ages, what enriches relationships
During the school day we try to stimulate the inner and outer activity of the child by offering:
- Healthy sensory impressions
- Healthy activities
- A healthy course of the day governed by correct habits
In nursery school children will learn, what's more, to interact with others, to live with other children and adults, this social aspect is of great importance in their development process. In the classrooms, as if it were a big family, children have the opportunity to interact with children of different ages, what enriches relationships. The sphere of feeling also develops thanks to the artistic form of working with children, the language, the music, plastic activities, the way in which the environment around the child is cared for…
Feelings and values play a very important role in our existence. We want to cultivate positive emotional qualities such as self-esteem in children, The cooperation, respect for others and for nature, the admiration, the reverence, the compassion, the trust, the ability to experience beauty and goodness… In the course of life these feelings are transformed by building the basis of the capacity for judgment..
The ability to think is what allows us to relate, give meaning and order to what we experience and through which we feel integrated in the context of the world. We must bear in mind that intelligence does not live isolated in the child's brain, but it beats in his will, develops through doing.
Our pedagogical objective in this case is to promote clear and precise thinking, That is why we present the child with meaningful activities that contain sequences that are easy to understand and an internal coherence that unites each stage leading to the goal.. The child imitates them first and understands them later, with which we awaken understanding in him through living and doing.
Free play develops creative thinking in the child, allows you to discover the world and the laws of nature. We try to preserve the happiness of the child by making discoveries in playful activity, when driving and rehearsing with objects, and also the state of amazement prior to knowledge, since that amazement will be the germ of the energies of future knowledge.
Language is the instrument of thought, that's why we use with children, through direct personal contact, a genuine language (not infantilized) well articulated, rich and grammatically differentiated, always full of truthfulness. The narration of the story at the end of the morning constitutes a privileged moment for this purpose.
Thinking is also related to memory. From three to six years of age the child passes from local memory to rhythmic memory, and from there to temporary memory. Daily rhythms, weekly, Monthly and yearly that we work with children are a great help for this evolution of memory., to be located in the temporal stream and begin its structuring. Also the stories, retahilas, rhyme, songs and tongue twisters are an important aspect in this development.
Some of our methodological principles
The value of imitation
The little child learns by imitating.
The little child learns by imitating, responds to what is happening in its environment through a spontaneous imitative impulse. For this reason, at school the teacher becomes a role model for the children in their behavior: his gestures, their language, your attitudes and activities.
We carry out activities full of meaning and coherence with the children, worthy of being imitated. We do with them a wide variety of arts and crafts and home and garden tasks (smart, to model, to wash, sweep, to cook, knead, sow, water the garden plants…) who develop the will, manual skill, the initiative, patience, perseverance and autonomy of the child.
The rhythmic organization of activities. The daily rhythm, weekly and yearly
The rhythmic organization of activities.
The school day is organized in such a way that the same sequence of activities is repeated each day, this gives the child a feeling of order and confidence, so it can be located in time.
Each day of the week also has its specific character: the day of kneading the bread, watercolor painting day… and also every season. Each season of the year has its own activities related to the preparation of the seasonal festivals (harvest time, fall, Christmas, winter, Easter…)
Free play
It is the most important activity that the child performs in school, play spaces are spaces for the future! Through play the child understands nature and its cultural environment in an imitative way. In the game live the inner active qualities of the imitated, forming, in this way, the basis for further knowledge of the world. "Apprehend" becomes "understand".
Free play is the most important activity that the child does in school.
For the small child, playing is something very serious, it's your job, means perceiving with all the senses, put the whole body in motion, be active. Through play the child is trained to master body movement, your balance, a delicate touch and a powerful impulse. Through play the child develops creativity and imagination that will be the basis of their intellectual capacity. Through playing, he will also learn to interact with other children and gradually develop the conscious experience of himself..
The quality and quality of the toys and materials
The sensory organism of the child is in this stage in the process of formation, for this reason we offer the child quality materials and toys, made with natural materials, to help you develop your senses.
Quality materials and toys.
The toys we use are handcrafted by teachers and parents, many times in the presence of children, that thus learn to value and care for them by having lived through the entire production process. The toys are always simple to allow the inner activity of children and the deployment of their creative fantasy: ragdolls, colored fabrics, wool or wood animals , baskets of various sizes… we also take many materials from nature for the games: piñas, shells, logs, bark…
For artistic activities we use non-toxic materials made with beeswax and natural pigments.. For the crafts we use cotton fabrics, wool, woods and elements of nature.
Organization of activities
The activities are organized harmoniously in the school day so that there is an alternation between moments of expansion and concentration, as if it were a breath. We carry out different types of activities in the classroom: playful, practices, manuals and artistic.
- Free play in the classroom. After the game comes the collection of toys, all the children participate in tidying up the room, taking each toy to its place. Playing and collecting are part of the same process.
- The preparation of breakfasts.
Children willingly participate in the work of kneading the bread.
During free play time, the teacher prepares breakfast that all the children will eat later., together at the big table, at lunch time. Some children join her in this task. One day a week we knead bread, the children willingly participate in this work.
For breakfast we use natural nutritious foods, integral and biological (fruits and cereals mainly) with the intention of creating healthy eating habits in children.
- Artistic activities. Every day of the week we carry out a different artistic activity ( paint with waxes, watercolor painting, modeling…), Nevertheless, everything that is done with children in the school day is carried out in an artistic way.
- Manual activities. Through imitation, the child joins in these activities that normally have to do with the preparation of seasonal festivals. (in autumn we make lanterns, In Christmas, posavelas, beautiful cards or tree decorations, at easter we paint eggs, in spring we make butterflies….)
- songs, corros, rhyme, finger games: they will nurture the child, at the same time that, through them, little by little they become aware of their body and develop their musical sense Each season of the year brings rhymes and allegorical songs to it. In this way the child interconnects with what happens outside., in nature and it is situated in time.
- The game abroad: after breakfast we went out to the garden. The garden is a wonderful place for children to play, where every corner is pleasantly appreciated (the swings, the grass, the little houses, the sandbox, the trees to hide and climb, tables to build and balance…) Outdoor play allows them to be in contact with the elements of nature, the earth, Water, the air, light and life (How many plants, bugs and birds have their home here!) and in the wide space they can move freely, screw, to run, jump and develop their motor skills.
- Story time. At the end of the morning it is time for the story. According to the ages, we tell the children traditional fairy tales and folk tales related to the different times of the year The same story will be repeated for several days, sometimes represented in the form of a puppet theater. Through storytelling, the child learns to listen, enriches your language and develops your imagination.
Parties
(Click here to see the upcoming parties)
The celebration of seasonal holidays
The Easter Hare
Periodically, we celebrate with the children different parties related to the seasons of the year, some take place in the morning and others take place in the afternoon so that families and friends can attend. Among other:
In autumn we celebrate the Harvest Festival, and the Lantern Festival
In winter we celebrate Christmas and Carnival
In spring we celebrate the Feast of the Easter Hare and the Feast of the White Doves
In summer we celebrate the Feast of San Juan
These celebrations suppose a previous preparation with the children that begins approximately a month before. Each party has its special quality and its peculiarities (decor, crafts that are made for the same, meals that are prepared, accompanying songs…), which helps the child to temporarily situate himself in the course of the year, because each era receives its peculiar nuance, reflection of what happens outside, In nature.
Education of the will, the feeling and the thought
The resolute action potential of the adult is rooted in the first seven years. The seeds of children's activity nurtured and guided with understanding and love underpin their capacity for self-discipline and their willingness to take initiative in the future.
Everything we adults do, especially how we do it, acts on the child's will forces, that responds to its environment through imitation.
During the school day we try to stimulate the inner and outer activity of the child by offering:
- Healthy sensory impressions
- Healthy activities
- A healthy course of the day governed by correct habits
Children have the opportunity to interact with children of different ages, what enriches relationships
In nursery school children will learn, what's more, to interact with others, to live with other children and adults, this social aspect is of great importance in their development process. In the classrooms, as if it were a big family, children have the opportunity to interact with children of different ages, what enriches relationships. The sphere of feeling also develops thanks to the artistic form of working with children, the language, the music, plastic activities, the way in which the environment around the child is cared for…
Feelings and values play a very important role in our existence. We want to cultivate positive emotional qualities such as self-esteem in children, The cooperation, respect for others and for nature, the admiration, the reverence, the compassion, the trust, the ability to experience beauty and goodness… In the course of life these feelings are transformed by building the basis of the capacity for judgment..
The ability to think is what allows us to relate, give meaning and order to what we experience and through which we feel integrated in the context of the world. We must bear in mind that intelligence does not live isolated in the child's brain, but it beats in his will, develops through doing.
Our pedagogical objective in this case is to promote clear and precise thinking, That is why we present the child with meaningful activities that contain sequences that are easy to understand and an internal coherence that unites each stage leading to the goal.. The child imitates them first and understands them later, with which we awaken understanding in him through living and doing.
Free play develops creative thinking in the child, allows you to discover the world and the laws of nature. We try to preserve the happiness of the child by making discoveries in playful activity, when driving and rehearsing with objects, and also the state of amazement prior to knowledge, since that amazement will be the germ of the energies of future knowledge.
Language is the instrument of thought, that's why we use with children, through direct personal contact, a genuine language (not infantilized) well articulated, rich and grammatically differentiated, always full of truthfulness. The narration of the story at the end of the morning constitutes a privileged moment for this purpose.
Thinking is also related to memory. From three to six years of age the child passes from local memory to rhythmic memory, and from there to temporary memory. Daily rhythms, weekly, Monthly and yearly that we work with children are a great help for this evolution of memory., to be located in the temporal stream and begin its structuring. Also the stories, retahilas, rhyme, songs and tongue twisters are an important aspect in this development.
