Period of building emotional relationships, finding pleasure in stories, developing bilingualism and manual dexterity.
Our conception of childhood education is based on the most current studies on child development. We seek theoretical references validated by psychology, pedagogy, neuroscience, and the most contemporary educational experiences. We understand that the child’s relationship with the cultural and social environment can be an accelerator for meaningful and fun learning.
SAFE AND RECEPTIVE AFFECTIVE SPACES
In the first years of life, children build their emotional relationships and their self-esteem. For this reason, we make a point of providing safe and receptive environments at school. We have a team that is always ready to listen in a respectful and affectionate manner offering the child the opportunity to express him or herself in their quest to discover the world.
We use the project based pedagogical methodology in both languages (Portuguese and English) to create situations that instigate children’s curiosity promoting questions and discoveries about the natural, historical and cultural world in which they live. We know that children develop according to the complexity of the themes proposed to them. Therefore, we create projects to expand the students´ universe of knowledge beyond the school walls making them travel in history, investigating the planet and the animals that depend on our ecological action, or even enjoying all art forms created by humanity.
We provide a secure context to the children so that they can explore their ideas, hypotheses, ask questions and find expressive and creative answers in a supportive, and respectful group environment, making them feel comfortable among friends and teachers.
In early childhood education, our children are exposed to English, so they can get used to the language pronunciation and expand the socio-cultural repertoire in the language.
To support the development of bilingualism in the early childhood education level we adopted the International Primary Curriculum (IPC) and the International Early Years Curriculum (IEYC). They are two segments of an international and interdisciplinary curriculum that the students from early child education 3 through the 5th year of Elementary School I follow.
During early childhood education, we build the foundations of the literacy process. We start with the development of phonological awareness and knowledge of letters at the age of 3 and moved on to alphabetic writing (i.e. students reading and writing, although with spelling errors) throughout early childhood education 5 and first year.
The Life Intelligence Lab (LIV) is our socio-emotional development program. In early childhood education, LIV helps children learn to name and recognize their basic emotions: fear, joy, sadness, and anger and we add love as fundamental to family bonding.
The school activities are organized in order to ensure a peaceful, interesting, and happy routine. Thus, we created the term “time flow” to organize each day at Eleva early child education. Below, we present the zones we worked on with their respective activities:
Arts, Music, Discovery Room, Mini Maker
Welcome Time, Relax Time, LIV, Home Room Station, Fruit Time
Patios (Jungle Gym and Sandbox), Transitions, Physical Education
First Years Library, Personal Work, Flex Time, Prof. Time and Teacher Time
Each enviroment is built to promote experiences in diverse languages and allow for the formation of children who reinvent the world
We use the Theory of Projects to create settings that provoke children’s curiosity