Learning Areas

Socio-affective Area:

For students:

•To adapt to kindergarten and to be able to become integrated into their group, feeling understood and loved, both by their teachers and by the other children.

•To be able to accept rules and limits by controlling their impulses and channelling them in a positive way.

•To be able to respect others by becoming involved in all sorts of group activities.

•To acquire habits of politeness, hygiene and order.

•To attain the emotional maturity that would allow them to perform adequately.

•To develop their own self-esteem (self-confidence) and acquire the autonomy to make decisions feeling confident of their capacities.

•To find in the kindergarten the adequate environment to freely express their feelings, fantasies and emotions.

•To be tolerant of frustration (to accept their own mistakes and reverse them into a positive learning situation).

•To be confident, in order to be able to be self-demanding enough to better themselves, but not to the point of becoming frustrated or underestimating themselves.

Intellectual Area:

•To stimulate students’ interest in learning.

•To work on the progressive development of knowledge in the different areas: logical-mathematical, spatial, temporal, language and emergent literacy.

•To develop and correct their expressive and comprehensive language.

•To develop and stimulate creative expression.

For students:

•To attain a cognitive development, according to their possibilities, that would allow them to learn.

•To know how to apply what they have learnt to different situations.

Psychomotor Area:

•To promote the physical development of the child, offering an adequate environment for health care, stimulating the muscular capacities proper of their age by means of games and suitable exercises.

•To provide students with vital experiences favouring the comprehension of the physical world, developing their sensorial and perceptive acuteness.

•For students to elaborate notions of the body scheme starting from the knowledge of the body as a whole and later on differentiating the parts it comprises.

•For students to develop fine and gross motor skills through experiences with their own bodies as the basis for future learning.

•To promote the use of one’s own body, the experiencing of sensations, and the awareness and control of movements in order to be able to attain a representation, i.e. the internalized integration of movements.

 

English:
(2 to 5 -year- olds work through all the activities below)

For students:

•To understand and then express orally the vocabulary acquired in different situations.

•To express themselves fluently and clearly in English.

•To increase and enrich their vocabulary through their own experiences.

•To be able to maintain fluent conversations.