An Education for Life

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

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.