After 30 years of experience with pre-schoolers, we have designed a pre-school educational programme which identifies us and with which we have attained excellent results. We work with: Baby Nursery, Nursery II, and Nursery III.
Each child is original and unique. We accompany him in his exploration of the world, while experiencing the world that surrounds him, in his opening to social relations. We encourage the original expression of children in both languages, supporting and respecting each student to develop free and imaginative responses, promoting creativity.
We believe in learning through the daily experiences of the children so as to foster their feelings of belonging to a group and of cooperation with others.
Since they are 2 years old, children play, sing, and dance in English. The language is integrated naturally through our own method that is the result of many years of study and experience. Each group, from Nursery II onwards, has an English teacher and a Spanish teacher with whom they play and learn daily.
In this way, education is conceived as a dynamic, creative and unified process in which the child acquires independence and confidence in himself, relating to his classmates in a constructive manner.
Nursery II https://youtu.be/YXcZF6piWx4
Nursery III https://youtu.be/EYeeNs6jhfo
Baby Nursery https://youtu.be/N-WGg3kxK_Q
Peace Party Nursery 2016
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Adaptation this is how it evolves in our Nursery…
Adaptation is a process with an objective external view and, another, with a subjective internal perception. It implies the construction of a new link within a new environment whose timing, rules and routines are quite different from those at home.
We all undergo innumerable adaptation periods throughout our lives and, in doing so, we enhance our learning and socializing skills and enrich our knowledge.
Every year new families join us and the adaptation process takes over. Everyone is involved – parents, children, teachers – because we are all establishing new links and creating a new network that embraces the newcomers and the previously existing community.
At this point, we must bear in mind some key issues:
AWARENESS of the Nursery´s aims and methodology –
Parents and children must be aware of what to expect, what are the adopted guidelines and approaches, and who the stakeholders are. It is impossible to establish links if these parameters are not clear.
Trust is granted to those who have earned it. For this reason, previous and ongoing dialogue between parents and staff is necessary. If parents do not understand something, if any doubts happen to arise, they must ask and clarify any queries. Once these doubts have been put to rest, teachers must be allowed to promote the link with the child.
This is as important as the initial choice. Once the process is begun, one must back it up completely. This means embracing the Nursery´s approaches, rules and timetables for this will ensure a smooth adaptation. The parents´ conviction and support makes the children feel safe.
We are all different with different timing, tastes and skills which make us unique. Hence, our adaptation will also be unique. Whatever the process or adjustments, the most important issue is achieving a happy adaptation and integration.
We heartily welcomed the new students who joined our school. Many children are experiencing a joyful adaptation and developing healthy links with their teachers and colleagues.
It is most gratifying to follow these singular, unique processes.
Many of those who now walk into the school with a happy smile on their faces, some weeks earlier, required much support from the teaching staff. Not only the children, some parents needed support, as well, to acquire confidence and enable them to let go and feel at ease.
Sooner than expected, results are evident and the links are consolidated.
We thank you all for your patience, your willingness to listen and, above all, for allowing your most precious treasures – your children – to grow!
This is the new project, launched in “Peques”, Nursery II and Nursery III, which springs from a very special surprise.
This is how it began…
The project was embraced with enthusiasm by every family. The sheets of each character´s notebook were filled out with anecdotes, narratives and photos which were eagerly received by everyone in the classroom.
“ Little Star came over to spend a couple of days with us (…) she came on the very day of her birthday”
“ Daddy helped me stitch a button so he could have a mouth and Mummy got him shoes to keep his feet warm“
“ I was so tired I don´t remember how I fell asleep but I know that, when I woke up, Little Star was not by my side because I had pushed her off the bed in my sleep! “
And this is how sweet tenderness weaves the stories and, with each stitch, hair and blanket, the children dress the body and mold the life of this character.
The purpose of this project is to promote the liason School – Family whereby an object is created and enriched by both.
The visit is the means to bring about fluent communication between the family and school. The child plays the leading role as he is the link between the two environs and narrates, describes experiences, tells stories, and, in doing so, learning takes place through communication, surprise and affection.
Each child has the opportunity to become the protagonist when he takes home the character and when he brings it back to school for he will have everyone’s attention as he tells his classmates what happened at home.
We are also broaching other issues in the curriculum such as learning about parts of the body, making descriptions, narrating events, working out daily routines, active listening, etc. These contents are planned based on the requirements of each level.
We would like to share some snapshots of these very special moments.
The “ body ” is a core topic in the Pre-School Curricula. We are our bodies and we communicate through them and through this interactive game we learn. By establishing a healthy and sound link between the family, the child and the school, we provide an environment that promotes learning.
The child´s assurance and self-confidence will very much depend on the quality of the links that he or she develops with the environment and the people around. This will enhance the possibility to apprehend and successfully interact with the surrounding world.
This is why, when we broach the issue “body” in class, the Teacher bears in mind the child as a learning subject, their affectivity, feelings, perceptions and their individual timing.
We work on the subject “body” by having them use and experiment “with” their own bodies. The body is both the object of learning and, foremost, the subject.
The children learn by putting into action their skills, interacting with the surroundings and it is their own body that touches, feels, listens, experiences and incorporates it all. Knowledge is, hence, vitally acquired through the body as a whole.
When we plan the contents, we first listen very carefully to what the children have to say and, thus, learn about the group´s previous knowledge. In this preliminary conversation with the group, the children express what they know, what they think they know or imagine about their bodies. The Teacher offers activities which allow the children to test their theories by experimenting with their own bodies.
If we talk about the heart beating, we run, jump and try to locate the heartbeats in our body.
We then set aside the stethoscope that helped us “hear” ourselves to relax and breathe at ease. When we search our heartbeats once again, new queries arise because, in order to learn, we need to feel that we miss something.
This is how we cover the various program contents such as external morphology, notion of trunk and limbs, notion and basic functions of our organs, healthy nourishing and hygiene.
Each child will have a different perception and learning process but the basis is set to allow future learning developments.
We are interested in the experience as a precursor of conceptual change, in the imbalance created by what “I thought I knew” when confronted with a new idea or perception and, very particularly, in the affective experience and consequent unique imprints on each being.
Although it is practically impossible to translate what happened in the classroom, we believe the photos will help us express how we shared this experience.
This is how we celebrated
Children´s Day in our Nursery.
We began by stimulating our body to move. Using cloths, ropes, each other and our imagination, we created a magical labyrinth which we all thoroughly enjoyed.
The sun showed up for our celebration and it allowed us to have many of our activities outdoors, in the open air, to breathe deeply and feel the sun´s warmth. And when it was time to recharge our batteries, we discovered a delicious snack the teachers had prepared!
Before going home, each child received a gift specially devised to follow up the activities developed during the celebration such as puzzles and threading.
Once again, we reaffirmed our conviction that childhood is a period for playing, that games promote learning, and that everything is better when we do it with our friends.
Happy Children´s Day today and forever!
Celebrating The Mother & Child link
We all have a particular stance when it comes to “the Day of… whatever”. Some see it as marketing strategy, others as a tradition, etc.
We have opted to focus on the mother-child link as the source and seed of the learning process.
Early childhood education came about upon the need to “look after the little ones” while their parents are at work.
And, in spite of the many changes in our social structures, the redefinition of family models, and the implementation of flexible working hours, early childhood schooling has proved its worthiness. Home boundaries are broadened and redefined in the nursery that upholds the educational criteria that springs up from the original, safe link between mother and child.
Authors, such as Winnicott, have researched its characteristics and have generated theoretical constructions whereby the mother´s “holding and handling of the baby” will establish the child´s future expectations. Winnicott saw as key to healthy development “the continuation of reliable holding in terms of the ever-widening circle of family and school and social life”.
School education nourishes itself from these studies and redirects its findings towards its specific targets: teaching, transmitting contents and assessing processes.
n our Nursery, experience and active listening of our children and their families guide our approaches. We are convinced that best learning and empowerment occur when they are promoted following the mother-and-child link model.
How can we teach looking after someone else if we were not held and looked after ourselves? It is not easy to learn what our own bodies and minds have not experienced.
Hence, we celebrate the link that is established by a look that says something, a voice that communicates, a body that expresses itself.
It is upon this mother and child encounter that we base our proposal. This blueprint link allows the child to grow and evolve in the farewell at the school door, aware that the mother is leaving but assured that she will come back. This caress is replicated when the child is able to embrace a colleague and share affection. This feeling of being securely held allows the child to fail without distress, feeling safe to try again because frustration can always be overcome
Let´s play together, Mom?
Playing, the undisputed methodology to work with children and adults, enables us to “make believe”, to involve ourselves affectively without feeling exposed.
The game with cloths – the setting up of situations that promote an embrace, a caress, a smile – awoke skin deep feelings. It was obvious in the eyes of many children that they were experiencing the aforementioned link.
The cloth transformed itself into an umbrella to protect us from the rain, into a ball to be thrown for Mom to grab, into a sponge to wash up, into a blanket to snuggle in Mom´s embrace. The cloth would then become something very special after that game was over.
The storytelling, the shared narration in Mom´s arms, the melodious voice, the tender looks and the reading between the lines … another caress to the soul.
The poem which had been carefully rehearsed, dreamt and finally delivered to the protagonist – Mom – was yet another high-pitched instance.
And the final seal: the invitation to paint and stamp the cloths so that they became a scrap rug to sit on and listen to stories in class.
This link is picked again in the classroom, with the teacher´s support, with an appropriate word and active listening to promote learning.
Thank you ever so much for replicating this powerful link and confirming its validity in our daily work!
St. George´s School / Nursery
Since these early ages we foster the children´s emotional well-being as we consider this the base for a good learning process and a proper development in all areas.
Since Kindergarten we work on the acquisition of good social habits, values, team work, motivation, routines that simplify life, autonomy, the joy of discovering new ideas and experiences.
It is extremely important for children to begin their education at Saint George’s School in Kindergarten when they are four years old. It is here that children begin most of their learning processes at school both socially and academically. During the five hours of class in English per day the basis of most of the disciplines and programmes studied during Primary School are started.
Students begin to learn to read and write in English with the Oxford Reading Tree books which are also widely used in Great Britain with children their age. They acquire a vast vocabulary, through very attractive stories with familiar characters and with a sense of humour. Oxford programme is continued in the following years. We want every child to be able to read effectively and to enjoy reading.
From the age of four children are introduced to Mathematics through playful activities. Using concrete material the child acquires reasoning strategies in basic math, all very important for his future growth.
The study of Science is also begun using experiments, research, discovering the world around us and children’s vast natural curiosity, asking the right questions so they can find the answers.
The Spanish Curriculum depends on the Uruguayan Curriculum, works in coordination with the English one, and involves creativity, playing and having fun together.
At ages 4 and 5, children attend gym classes, art, IT (Information Technology), music and Psychomotor skills workshops included in the weekly timetable.
Our main goal is that the children enjoy their learning while they develop good working habits, the sense of belonging to a group with shared responsibilities and team work.