Pedagogy

The idea of all-round education is not new and has prevailed as the highest ideal. The balancing of activities oriented towards the participation of mind, heart and body of our students is done on at least three levels:

Weekly balance

We are changing the existing ratio of teaching hours by adding hours of art and movement, so that the program has a balance between the mental, emotional and physical experiences of the children.

Daily Streaming

In the flow of a school day, we also make sure that there is a balance so that it is a complete experience and helps children develop all aspects of themselves.

At the age of Kindergarten, the sense of touch takes the first place, followed by:

The obsessive sense (movement).
The vestibular sensation (balance).
The sense of life (well-being).

For this reason, movement in the classroom and in the courtyard of the Kindergarten are structural elements of our program. Running, climbing, balances, group motor games and motor patterns that serve the coordination of speech and various body parts, are our daily tools. We help the child mature by giving opportunities for physical activity, leaving plenty of time for free play and giving him challenges that will help him develop with joy.

Maintaining the rhythm in Kindergarten permeates all our options. The program is intimate and coherent: children know what will come next and can indulge in it safely and without hesitation. Repetition (cyclicality) is fundamental.

The alternation of concentration and relaxation

Within our classroom, an activity that requires increased concentration (inhalation) is followed by the exhalation of free play.

Daily Rhythm: Each day of the week has a specific content.
Monthly Rhythm: Each month reflects the qualities of each season and what is happening around us in nature.

Free Play and Open Materials

Free play springs spontaneously from within the child, and the separation between play/learning is often futile in preschool. It takes place on two levels:

Inside the classroom: With ropes, sails and irregular wood. These are materials that leave children with many options on how to use them and give space for their imagination and thinking to develop.
Out in the yard: With dirt, mud, water, climbs and balances.

The multiplicity of materials

The materials we use have many possibilities of use. Clay, wax, liquid paints, wool, felt and materials with different qualities lend themselves to inexhaustible exploration.

Imitation and the Role of the Educator

At this age the child imitates. He sees what adults and other children do (and are), and absorbs it as something that is right to do, because that's simply what the adults he trusts do.

We honor this trust: The way we behave is such that we are the right example for children. We are kind, we admit our mistake, we share, we hug, we resolve our differences with kind and fair words. We make beautiful things with our own hands, knead bread and take care of our class with fun.

Naturalia School

Contact

1st Km. Komotini-Kosmiou

+30 6949416060

+30 2531099999

info@naturaliaschool.gr

Kindergarten: 07:45 - 17:00
KDAP: 13.00 p.m.-17.00 p.m
Monday to Friday