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Parvulari Nostra Senyora -Since 1962-
The child as a builder of his own learning - Children 8 months a 6 years
934 18 09 30
The pillars of the Parvulari Nostra Senyora
The first stone, affectivity
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Our priority is to reach the child's heart. Create bonds that give them the security of feeling loved and being in a stable environment, which invites them to enjoy the proposals they will find here and lead them to develop and grow. Without family, school is incomplete. We are aware that parents are the main reference for each child and that they must be accompanied from school. We believe in this small and family educational context as a first social leap, which opens the doors to a new world, where opportunities for interaction with other people and objects help the child grow up happy.
The child as a builder of his own learning
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We believe in the capable child, full of possibilities, curious, collaborative, who is surprised, communicative, with interest, protagonist, competent, who questions himself, with his own identity, open to novelty ... who must find the right space to get the best out of themselves. The engine to be able to go outwards is in the child, who finds in the little things around him an excuse to satisfy his curiosity. All this, accompanied by an educator who knows how to observe, listen, stimulate, offer… so that he can move forward and grow.
Christian humanism
A fundamental pillar in the integral development of the child is his spiritual dimension. Give him the opportunity, along with his parents, to see how God is a part of our lives.
Attention to diversity
Opening the doors for many years to children with special educational needs, we have discovered the importance of one-on-one, the importance of individual differences and the maturing moment of each.
Multilevel Project
We turn the 2nd cycle into a multi-level project in which 3, 4 and 5 year old children live in the same classroom. This classroom is a context rich in relationships, interrelations, language, thought ... Older children are models for younger ones. They are little teachers who learn by teaching, the little ones enjoy the attention, care and stimulation that the older ones give them.
The group is considered diverse and inclusive, in a school that is also inclusive. We all assimilate different roles and position ourselves according to the skills or deficiencies that we have, neither the label nor the date of birth mark what we must do and learn. Respect for the maturation rhythm, the knowledge of each child, the close and professional accompaniment of the teacher makes all the boys and girls advance in their growth and learning.
In this multilevel methodology, organitzation by spaces is essential. The different proposals are distributed:
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assembly an cove
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assembly and conversation space​
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symbolic play space
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construction space
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logical-mathematical space
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reading-writing space
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