Early childhood

We believe in the importance of the emotional well-being of all school members, young and old, and in the richness that these social relationships bring us. For this reason, as a pilot school, we have been part of the Public Health program to work and deepen the work of emotions with our preschool students for two years.
We understand emotional education as the ability to control and recognize one’s own and others’ feelings and emotions, discriminate them and use this information to guide our thinking and our actions.

The education of emotions aims to respond to social needs that are not part of the ordinary academic curriculum.

Our goals are:

• Acquire a better knowledge of our emotions.
• Identify the emotions of others.
• Develop the ability to control our emotions.
• Prevent the harmful effects of negative emotions.
• Develop the ability to generate positive emotions.
  Develop greater emotional competence.

• They contribute to the integral growth of children, as they generate multiple experiences for those who participate. They promote the child’s activity and autonomy, allowing them to learn and discover, solving different situations on their own or with the help of their classmates.
• The environments are different learning spaces, where the child relates, communicates and, through different proposals, can observe, experiment, build, manipulate, invent and get excited, while interacting with his peers.
• With the learning environments, we aim to respond to the children’s need to play and relate. It is a way of giving space to their interests and needs, while respecting the different learning rates.
• It is a space for interaction between the students, since they are groups where children from all stages mix and some of the activities must be solved together. The children reflect and share the different actions they carry out.
• The fact that it is a single-line school makes it possible to mix the students of the three kindergarten years and in this way the interaction brings us even more richness.
• Each environment is located in a different space and has a reference teacher. We dedicate one afternoon a week to working with this methodology.
• We dedicate one afternoon a week to working with this methodology.

• Organized in small groups, the boys and girls learn to work in a team, to collaborate and to share knowledge. Simultaneous environments also enhance their initiative and sense of responsibility.
• They allow us to organize the classroom in small groups, each of which carries out a specific and different task.
• Depending on the type of activity, some environments need to be directed by the teacher, while in others the children can operate with considerable autonomy.
• The teachers monitor so that each child goes through all the simultaneous environments over a period of time (week, fortnight…).

Working in simultaneous environments allows us to devote more individualized attention to each child, planning learning activities adapted to their prior knowledge.
These activities are carried out in a meaningful way and from a constructivist perspective based on the knowledge of the different children, and some of them will be solved cooperatively.

Project work helps students learn to learn, motivates them to discover and, most importantly, achieve meaningful learning. Project work is a methodology that is based on offering channels that can help children to think for themselves, to research, to learn from their mistakes and their successes, and in this way it also helps them to be critics These projects have real-world application beyond the classroom and seek to create an interdisciplinary education with meaning.

The teacher accompanies and guides the students in their discovery. It stimulates children and fosters learning situations that allow the student to advance and enrich himself. It provides the necessary resources so that they are the ones who build their own knowledge autonomously.

Advantages of working by projects:

• Encourages children’s autonomy. They learn to be competent and solve the challenges that arise.
• Children are active in their learning process. They get involved in what they are working on and are the ones who guide their own learning.
• It promotes meaningful learning. The children fit together the contents forming a network of knowledge.
• It promotes interdisciplinary work, as it allows you to acquire knowledge of the different educational areas.
• It allows us to take care of the diversity that we find in the classrooms: flexibility in the pace of work, in the methodologies, the contents…
• Use new technologies. Doing research greatly improves their digital competence.
• It fosters a classroom environment in which very important values ​​such as respect, tolerance, solidarity and teamwork are cultivated.
• Teachers and children work together forming a team to solve the challenges that arise. They improve abilities such as problem solving and task organization.
• It favors cooperative learning. Great importance is attached to group work and collaboration, as it is in these learning situations where children can learn from each other.
• The children are motivated, because this methodology gives them the opportunity to choose what they want to work on and what interests them. This makes everything they learn meaningful to them.
• It allows children to connect with reality, beyond textbooks or lectures. They prepare them for real life.
• The child learns to think, search for information and investigate. Not to memorize and mechanically acquire certain contents.
• It enhances social skills such as knowing how to be, knowing how to wait, knowing how to listen, knowing how to debate, knowing how to relate to others…
• It promotes children’s confidence and self-esteem. Children feel proud when they see that they have overcome a challenge.
• They exercise the scientific method, as they make hypotheses, contrast them and finally draw conclusions.

We all need this attention, which should not be related to the detection of problems but to personal peculiarities in the emotional, intellectual, academic and social spheres.
Individual attention or attention to diversity is a work based on values ​​​​that aims to bring out the best in each of our students and which, at the same time, contributes to a good atmosphere of school coexistence and leads to social cohesion.

As a school, we use several strategies to make the teaching and learning process as effective as possible:

• Daily individualized reading in P5 and 1st Primary.
• Group splits.
• Individual or group reinforcements according to needs.

The school also has a psychopedagogical guidance team, made up of two psychopedagogues, a pedagogue and a speech therapist. Some of its functions are the following: o Diagnosis.

• Management of attention to diversity.
• Guidance for students, families and teachers.
• Monitoring the progress of students treated outside of school.
• Coordination of the school mediation service.

We work on diversity by adapting to the different developmental rhythms and intellectual capacities of each child.

Speech therapy is a very important discipline at our school, as it encompasses the study, prevention, evaluation, diagnosis and treatment of language pathologies (oral, written and gestural) manifested through disorders in the voice, speech, communication and orofacial functions.

The students on whom the speech therapist intervenes are related to patients with problems:

• Voice (dysphonia, aphonia)
• In language acquisition (delay, dysphasia)
• In verbal expression, pronunciation (dysarthria, dyslalia, diglossia)
• Reading and/or writing (dyslexia, dysgraphia)
• In expressive and/or comprehensive language (aphasias)
• Speech fluency (stuttering)
• Breathing, sucking, chewing and swallowing. The treatment of these difficulties is usually specifically called Myofunctional Therapy and is carried out in both babies, children and adults.

These interventions are carried out from P3 (Kindergarten) to 6th (Primary)

Today, the mastery of other languages ​​becomes a basic component in the training of children, which favors the learning of new technologies and the knowledge of other cultures.
It is good that the student learns foreign languages ​​in a natural way, starting from an early age and that the learning is rich and immersive.

Learning languages ​​at an early age is very beneficial for children as it develops their linguistic competence and, in this way, they better assimilate other languages ​​(including their mother tongue), which helps their intellectual development.

In the preschool stage, students spend 7 hours a week discovering new vocabulary and expressions through pictures, games, stories and songs. They get used to the sound of the language and immerse themselves through dynamic activities. The learning methodology is based on arousing interest in communication in the English language through positive and pleasant experiences for children.