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The first cycle of early childhood education was born in Lestonnac

With this new cycle, we complement an academic path suitable for each age, an educational and formative will be based on our values and with the clear aim of making better people to those who together with all of us make Lestonnac more than an educational centre.

Our Project

The Project

Aware of the importance of the evolutionary stages of children in the period from 0 to 3 years, we find it essential to develop a project that reflects our educational work. We aim to help from an educational intervention to the development of all the mental and physical functions of the child that allow him to construct his own identity in a concrete social context.

Education principles

The stage of 0-3 years is the most significant for the evolution of the child, in this period the early experiences affect the development and abilities.

The baby goes from total dependence to relative autonomy and also acquires the first bases for communication, language and thought, as well as an initial socialization through the relationship with the family and the environment. The child knows the world through their own experience, their sensations and their motor abilities. The first behaviors are unconscious, but they will lead you to the activity with yourself and the environment and this is how you will begin your discovery of the world. Children learn from their interests, what they know and what they want to learn.

At Lestonnac we consider learning to be the fruit of motivation and we offer children a rich environment, full of opportunities, which will allow them to develop responses to the stimuli they receive. Therefore, we focus our work on meaningful learning, through playful and experimental activities, in an emotionally positive, enjoyable, safe, and trustworthy environment, based on respect for the child. We work with an active and participatory methodology. , creative and experiential. We take into account pedagogical techniques based on early stimulation, which aim to enhance children's cognitive ability from early childhood. We achieve this through sensory stimuli in a playful and emotional way, respecting the pace of learning of each child.

It is important to establish a close relationship with the families, and at Lestonnac Nursery we place great importance on this relationship and to maintain open communication, in order to ensure that the child's developmental and educational process is monitored. They want families to be a part of school life, sharing and participating in some of their children's experiences.

Goals

From Lestonnac Nursery we want to promote the integral development of the child in a family and coexistence environment where they feel loved and happy, and based on this philosophy we propose these objectives:

Ensuring the well-being and happiness of children.
Helping children gain a positive image of themselves.
Create an environment that facilitates the learning of the contents.
Enhance intellectual, motor and sensory abilities through organized activities.
Promote good personal and relationship habits, showing respect.
Establish bonds of trust that help the child express their emotions freely.

Objectives of the school year

Our curricular objectives aim to promote the development of children's physical, emotional, intellectual and social abilities. These include:

Gradually achieve emotional and emotional security, and form a positive image of themselves and others around them and begin to acquire social behaviors that facilitate integration into the group.
Be aware of the mastery of your body, realizing its possibilities, progress in movement and coordination, orientation in space and acquire skills in the use of objects.
Gradually acquire basic habits of autonomy and orienting themselves in the daily time sequences, to act safely and effectively in the spaces that are usual.
Understand language, communicate and express themselves through various languages such as movement, gesture, play and speech, and progress in oral language.
Observe and explore the immediate, natural and physical environment, with an attitude of curiosity and respect and gradually participate in social and cultural activities.
Get started in the discovery and use of body language, verbal, mathematical, musical and plastic.
Behave in accordance with coexistence guidelines to relate respectfully to the group, thus achieving social integration.
Acquire the necessary tools to improve the relationship with other people and get started in the peaceful resolution of conflicts.

Methodology

The nursery is a space for learning, communication, emotions and feelings. We work through proposals that are based on experimentation, manipulation and play as the main elements for learning. We consider the integral development of the child in the different programs and respect the evolutionary process of each child, adapting to their rhythms

We believe that play helps them to develop their personality both physically and emotionally, cognitively and socially. Therefore, play helps the child to understand the world around them and playing is the most natural way to learn.

Our work is based on the three curricular areas:

Self-discovery
Discovery of the natural and social environment
Intercommunication and language

We introduce children to various group activities: symbolic play, psychomotor skills, light and dark activities, stories, learning environments and logical-mathematical games.

We also introduce English to our daily lives and in the proposed centers of interest we also accommodate the visual arts and musical stimulation in order to encourage their creativity.

We attach great importance to the systematic work of daily habits and routines so that children achieve personal safety and autonomy. At the same time, we take the opportunity to enhance emotional intelligence and values education.

Many of the aspects mentioned above are often worked on globally. Other activities that are proposed are carried out by grouping the children in a flexible way. In this way, children, and adults establish an intergenerational relationship to learn and enrich each other. These are activities in which children of all ages share moments of learning and moments of play. The younger ones imitate the older ones, gain confidence and gain autonomy, and the older ones learn by teaching, which makes them gain self-esteem and consolidate their learning.

To complete and enrich the contents worked on in the classroom, outings are scheduled for which the participation of families is requested.

The educational team is responsible for designing the programming and carrying out the proposals with which to help the children to develop their abilities. The educational team is coordinated through level meetings and a monthly team meeting. At the end of the course, an assessment will be made of how the course has gone and the corresponding proposals for improvement will be made.

The educational team becomes an important reference for the child in the home. Educators are always by their side, providing them with the necessary stimuli and guidance so that they can move forward on their own, create a positive concept of themselves and therefore promote progressive autonomy. In the work of the educator, observation, both individual and collective, of their group of students is essential to make the appropriate interventions and to favor the development of his capacities.

Schedule and period of adaptation

Time slots

Morning from 8:45 a.m. to 12:30 p.m. (no lunch or snack)
Morning + noon from 8:45 to 15:00 (with lunch)
Morning and afternoon from 8:45 to 12:30 and from 15:00 to 17:00 (supplement 10 euros for a snack)
All day from 8:45 to 17:00 (with lunch and snack)

All-day service

Mornings from 7:45 a.m. to 8:45 p.m.
Afternoons from 5pm to 6pm
The possibility of making the schedule more flexible is considered, according to the needs of the children and the families.

Adaptation period

Starting to go to nursery is a very important change, the child will find strangers, will be in new spaces to discover and in which he will feel disoriented and lost, will also have to adapt to some customs different from the usual ones.

For the team of educators, it is also a period of adaptation in which they will have to know each family, each child and their particularities.

The child experiences this process in the emotional realm and their reactions can be very diverse. We can find children who show excessive joy, agitation, insecurity, fear, crying, aggression, or a special attachment to personal belongings, uncontrolled sphincters, vomiting, eating and sleeping disorders. Attitudes of rejection or ignorance may also occur when picking it up. Sometimes, after a few days of apparent adjustment, the child may react with crying or rejection at home when he realizes the new situation.

Families at home may also experience some attitude changes or regressions.

All these symptoms will disappear as the emotional bonds with the educators and classmates are established, as well as a sufficient knowledge of the new environment.

We must keep in mind that this process of adjustment causes anxiety in the child and also in the families. Parents may feel guilty or overprotective, these feelings will gradually disappear as they gain trust with the educators and see that their child is well.

The attitude of the families is important, when the parents are confident, they give confidence to their children and they feel more confident. In order to encourage a good process of going to school, the child must be accompanied to the home in a hurry. When it comes to saying goodbye, it is good to be affectionate, but firm and determined, and not to prolong the farewell excessively and to remind him that he will be picked up later. In order not to create distrust in the children, those who accompany him should not leave without warning.

In the group of babies, the incorporation of children is taking place in stages. The entry of infants, as far as possible, will be gradual, leaving the child for a few hours during the first day and extending the schedule. Families will be able to stay in the classroom for a while, which will gradually shorten.

At the entrance of the children of 1 and 2 years it is advisable that the reception is of progressive form, avoiding during the first week, if possible, that the child makes long stays in the home, proposing a schedule of 9: 00h. at 12:00 p.m. In the first week, families will be able to stay with their children for a while and prepare for the farewell.

For a better adaptation process, before the start of the course, an information meeting will be held to guide families on how to deal with the situations that arise during this adaptation period.

Communication with families

That is why we provide tools or moments that will facilitate a smooth communication:

The daily interaction with the tutor at the entrances and exits.
Use of the school diary as a means of daily communication between the tutor and the family.
The classroom blackboard.
Meetings and informative talks for families.
Individual interviews with the tutor.
Participation of families in parties and celebrations.
Accompaniment to some outings.
Family activities in the classroom (families participate by doing some activity in their child's group).
Water activity with families in the school pool.

In addition, we also have other communication channels such as:

Internal school platform.
The school website.
Email.

Child monitoring

In this educational stage, the observation and systematic analysis of the teaching and learning process are the tools that allow the educator to monitor the child individually.

This monitoring and observation must make it possible to know the initial and individual conditions of each child, the progress he has made in his development and the degree of achievement of the objectives that have been proposed in the educational intervention.

Therefore, the two main objectives of the evaluation in this first cycle are:

Assess the individual progress of each child:

The fundamental assessment tool in this cycle is the continuous and global observation of the child and his interactions with other classmates, the space, the activities, etc.
At the end of the course, a report will be given to the families that will show the evolutionary stage of their son or daughter and what process he / she has been making during the course.

Check the adequacy of the educational task in order to be able to improve it and adjust it to the needs of the children:

The evaluation of the educational proposal is done through constant self-evaluation, leaving a record of the areas for improvement and also the positive aspects.
Team meetings are the quintessential spaces for evaluating the program, project, and educational intervention with the goal of continuous improvement.

Attention to specific educational needs

Children with specific educational needs will receive care according to their unique needs from the moment they are detected and assessed by the educational services.