The first school period is a unique and special period in the child’s life. The pedagogical team of our school, well trained and with continuous educational training, realizing that each child, unique and special, has its own personal rhythm, comes to form a flexible educational program which is constantly evolving and adapting to the interests and experiences of children.
A program that aims at the innate tendency of the child to explore, to his creativity, to his all-round development, to the perception that every child is capable and has the potential to develop and learn, in his autonomy, in the cultivation of cooperation. , in the creation of motivations, in the coexistence with classmates and teachers, in the smooth integration in the school environment of the Kindergarten and the Primary School.
In our school, therefore, differentiated educational approaches are applied, which initially presuppose the recognition and respect of diversity by the class teacher.
For the child, play is a natural way of learning and development from the moment he is born. Free or structured, it occupies most of the daily program in well-defined learning centers inside or outside the school to facilitate children’s interactions with objects, peers and the teacher. This gives children opportunities for problem solving, exploration, development of creativity and imagination, development of social skills, active participation, direct contact with materials.
Experience means action. A walk to our school is enough to see children listening to each season in the trunk of a tree, a parent cooking with the children, a painter invited to share what it means to find your passion, your purpose. A group of students observe the sky before entering the painting workshop, children with disabilities to act and collaborate at the same time in the daily program of the kindergarten department through joint activities. A theater group to play interactive theater in the classroom, while at the same time groups of all ages to take part in music kinetics and animation workshops.
A student to arrive at school in the morning holding various materials for the school recycling project as well as students of experiential English to “meet” friends in another country to feel the authentic value of a foreign language.
Children learn in different ways, in different contexts. Children and teachers, using the five learning contexts, can make decisions together about the goals of the learning process, the topics and content they approach, the type of activities they organize.
Η εμπλοκή διαφορετικών μαθησιακών περιοχών (διαθεματική προσέγγιση) στα πλαίσια ενός οργανωμένου προγράμματος, με το σχεδιασμό ανάλογων δραστηριοτήτων, δίνει νόημα σε έννοιες και φαινόμενα. Κάθε διαθεματικός σχεδιασμός όμως, θα πρέπει να αντανακλά τις λογικές συνδέσεις που εμπεριέχονται σε καταστάσεις, προβλήματα και ζητήματα της ζωής και του κόσμου γύρω μας . Μαθησιακές περιοχές με βάση το νέο πρόγραμμα σπουδών ορίζονται :
• ΓΛΩΣΣΑ
• ΜΑΘΗΜΑΤΙΚΑ
• ΠΡΟΣΩΠΙΚΗ ΚΑΙ ΚΟΙΝΩΝΙΚΗ ΑΝΑΠΤΥΞΗ
• ΤΕΧΝΕΣ
• ΦΥΣΙΚΗ ΑΓΩΓΗ
• ΦΥΣΙΚΕΣ ΕΠΙΣΤΗΜΕΣ
• Τ.Π.Ε
• ΚΟΙΝΩΝΙΚΕΣ ΕΠΙΣΤΗΜΕΣ
ΓΛΩΣΣΑ-ΜΑΘΗΜΑΤΙΚΑ-ΤΕΧΝΕΣ
Reflection, planning of teaching activities, research through the conduct of teaching activities and evaluation. Here the work now passes to the research stage, working either individually or in groups, while the involvement of parents is very important. Children have the opportunity to ask questions, generalize theories, make predictions, interview experts on a topic of their choice.
The main interest, however, lies in whether the knowledge and experiences gained, formed new values and attitudes, both in children and educators. Finally, in the evaluation of the Project, all members evaluate how the whole process went and what were its results.
A foreign language opens the doors to a new culture and cultivates respect for diversity. Children acquire the right accent and increase their communication skills. Toddlers come into contact with teaching English in a playful way by saying their first words in another language and learning songs with the responsible English teacher.
The involvement of different learning areas (interdisciplinary approach) within an organized program, with the planning of similar activities, gives meaning to concepts and phenomena. Any interdisciplinary design, however, should reflect the logical connections contained in situations, problems and issues of life and the world around us. Learning areas based on the new curriculum are defined:
• ΓΛΩΣΣΑ
• ΜΑΘΗΜΑΤΙΚΑ
• ΠΡΟΣΩΠΙΚΗ ΚΑΙ ΚΟΙΝΩΝΙΚΗ ΑΝΑΠΤΥΞΗ
• ΤΕΧΝΕΣ
• ΦΥΣΙΚΗ ΑΓΩΓΗ
• ΦΥΣΙΚΕΣ ΕΠΙΣΤΗΜΕΣ
• Τ.Π.Ε
• ΚΟΙΝΩΝΙΚΕΣ ΕΠΙΣΤΗΜΕΣ
• ΓΛΩΣΣΑ-ΜΑΘΗΜΑΤΙΚΑ-ΤΕΧΝΕΣ
The music calms, calms, pleases. Develops the creative mood, imagination and ingenuity of preschool children, which through the use and construction of musical instruments, as well as through various musical games, singing, dancing, listening to music, orchestration with improvised musical instruments of the various songs they learn in Kindergarten, the recognition of sounds, the dramatization of musical fairy tales practice not only their mental, emotional and mental development, but also their knowledge. They thus develop elements of their personality that then help them develop into mature and cultured individuals.
In the modern global environment, ICT associated with all walks of life. Many children encounter ICT. in everyday situations in their family and wider social environment. In the modern educational environment, the children of the Kindergarten are introduced to digital literacy, which includes knowledge, skills, attitudes and values for ICT, necessary for their participation in the digital age.
Our kindergarten provides children with direct contact and involvement with ICT with computers available with the appropriate software in each room, interactive whiteboards and projection screens that enable them to enrich their learning experiences, enhance their core competencies and add value to educational practices.
The excursions are both entertaining and educational. We organize visits within the framework of our topics or simple pedagogical excursions involving the entire school community, Parents – Children – Teachers.
The kindergarten Α..ΜΠΕ.ΜΠΑ.ΜΠΛΟΜ is a community for parents – children – teachers and people who support the same ideas and beliefs as us. It is a human relationship full of trust and love where it is governed by dialogue, discussion and evaluation in an environment that supports learning and promotes a holistic approach to knowledge by highlighting logical connections between learning areas.
We are members of a large family where we support, help and encourage each other through words, actions, expressions. Parents and teachers at this school are natural partners in the lives of children. We recognize the role we both play in children’s lives. We communicate with sincerity and respect – both words and emotions.
We share information, observations and goals for each child (two-way communication), thus shaping children with a positive self-image, with emotional empowerment, active, autonomous, respecting the diversity of each of them and giving them the opportunity to connect their lives and the society around them through experiential learning.
