Childhood education

infantil

What do we do?

At this stage we seek to create a family atmosphere in which, the boy and the girl, they feel welcomed and loved, in order to become acquiring greater security and autonomy.
We work towards the acquisition of good habits, both work as well as personal and relationship, because we believe that it is the basis for forming children with interests, initiative and good self-esteem.

Throughout the Children’s Education Stage, we seek to make learning a pleasure, where students are the protagonists, where there is room for reasoning and where they learn to communicate what they think.

We want to collaborate in the training of autonomous, independent, happy and open-minded students in the world. We prepare them to begin the Primary Education stage with enthusiasm, with resources and self-confidence.

How do we do it?

We are based on cooperative work and a lot of space to manipulate and interact with the environment. We do this based on the game and on the direct observation of the relationship between the child and the girl with the school world.

We propose work projects based on the previous knowledge that children have, we discover all together the different learning we want to achieve.

We create space for participation, exploration and free expression.

Áreas Complementarias

Our Infant students, within their school hours, twenty-five teaching hours correspond to curricular learning and the rest is dedicated to Complementary Activities.

These activities that complement the Curriculum are:

English Time
Playing together (English)
“Senyora llengua”
Religion Education
Psychomotor activity

This activity is designed so that students of children acquire naturally and easily the learning of a third language (English).
Daily, about 30 minutes, students listen, sing, play, express themselves and have fun with the games and activities proposed by our beloved “MOUSE”.

The Complementary activity of English in Infants Education is done once a week and in small groups. The objective of these sessions is to put into practice, through cooperative games, all those concepts that are being worked on daily in the English time sessions.

The methodology used is very similar in all three stages, although learning is gradual in terms of learning to play cooperatively and / or in team games. On the other hand, there is also a gradual learning in terms of the type of game.
Through the game, different aspects of oral and written comprehension are worked on, as well as oral expression.

La metodología empleada es muy similar en las tres etapas, a pesar de que el aprendizaje es gradual en cuanto a aprender a jugar cooperativamente y/o en juegos de equipos. Por otro lado, también hay un aprendizaje gradual en cuanto a la tipología de juego.
A través del juego se trabajan diferentes aspectos de comprensión oral y escrita y, además, de expresión oral.

This complementary activity is based on the conception that we have in our school of ITC. We understand computer science as one more tool of the students’ daily work, that is, we work with mathematics, languages, visual arts, … with the help of computer programs. The students of Infantile Education work by means of games that allow them to acquire a domain of the mouse and the loss of fear before a computer. Research is also carried out adapted to the level of the students and activities that allow individually reinforcing the learning acquired in the other areas of the curriculum. Students learn and practice with the computer in an interdisciplinary way. We try, then, that the computer classroom is a natural extension of daily work: learning with the computer but they also have to learn from the computer: its logic, its operation, … they have to learn that computers have certain instructions to be followed up. And this aspect opens us to a third objective: computer literacy. becoming familiar with the computer means to be able to use it in a normal way, without obstacles, without fear and with self-confidence. You have to know the machinery and software, both educational and some of the conventional programs.

This workshop was born with the aim of improving the oral expression of our students in the stage of Early Childhood Education. We program activities to acquire good breathing habits, articulatory, postural and gestural.

“Mrs. Language” is proposed as a game where different activities are carried out, such as the articulation of animal sounds, making bubbles, inflating balloons, discovering the sounds and noises of our environment, exercises with the tongue, whistles lips … all of them with the purpose of exercising the articulatory organs and muscles necessary to speak, eat and breathe correctly.

We encourage good oral practices and correct those that are not so for acquiring healthy habits, at the level of speech and hygiene.

– We work nasal breathing
– We learn to blow correctly, with intensity and regularity.
– We exercise the organs of bucco and respiration:

Moving the language, with dominance and perseverance.
Controlling the movement of the lips, using them correctly.
Controlling the excess of salivation, insisting on the action of swallowing.
Exercising the jaws.
Blowing up their nose correctly.

– We influence the articulation of dreams and words
– We gain awareness of the different parts of the mouth and make good use of it

It is a complementary activity aimed at Early Childhood Education where the main objective is to make the mouth work, the tongue, the lips and thus to exercise them and becoming aware.

Evaluation

In this cycle, evaluation is defined as the process of observation and systematic analysis of the teaching and learning process.

The evaluation is understood as an integrated element in the teaching and learning process and, therefore, it must enable:

Knowledge of the individual initial conditions of each child,
Knowledge of the progress made by each child in the development of their abilities.
The degree of achievement of the established objectives.

For which, the evaluation of the learning process of the students is carried out in three phases:

Initial evaluation.
Continuous or Formative Evaluation.
Final or Summative Evaluation.

Dates of delivery of the reports

First evaluation: End of January
Second evaluation: End of June