LEARNING AREAS

Socio-affective area
• For the 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 possibilities.
• To find in the kindergarten the adequate space 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 enough self-demanding so as 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 in different situations.

Psychomotor Area:
• To foster the physical development of the child, offering an adequate environment for health care, stimulating the muscular capacities proper to 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 the internalized integration of movements.
• To promote the development of notions of time and space through experiences with the body.