Stages
Stages
Logos Nursery School Stages
The stages in Early Childhood Education are those that serve children from birth to 6 years of age. from birth to 6 years of age in order to contribute to their physical physical, emotional, social and intellectual development and they are organized in two cycles: the first one is for children up to 3 years old and the second one from 3 to 6 years old.
All this path of growth and development is done with a personal accompaniment, their tutors observe, encourage and stimulate them so that everything is easier and more fun. It also serves as a link between the family and the school as there is daily contact between the two.
In both cycles there is attention to diversity by attending to special educational needs, following up with our guidance department and adjusting the projects so that inclusion is complete.
MULTIPLE INTELLIGENCES
At each stage, we propose a programming model that facilitates simple globalized learning experiences by enhancing each multiple intelligence.
Linguistic - verbal
Development of thoughts mainly through words and a higher level of oral language than peers. Taste for memorization.
Body - kinesthetics
Construction of thoughts through somatic sensations, mainly. Great motor skills and taste for running, jumping, lying down, bsilsr, touching everything, gesticulating, imitating, body gestures,...
Logical - mathematical
Development of thoughts mainly through reflection and self-reasoning. Emphasizes the observer trait.
Visual - spatial
Development of thought mainly through images. Great sensitivity to the perception of shapes, lines and color contrasts.
Musical
Development of thoughts mainly through sounds, rhythms and melodies. Early attraction to music and ability to differentiate sounds, tones, melodies, frequencies and timbres.
Interpersonal
Development of thoughts primarily through relationships with others. Early perception of and reaction to the moods of others. Empathy and solidarity.
Intrapersonal
Development of thoughts mainly through individual reflection. Use of gestures and words to express emotions and talk about oneself.
Naturalist
Optimal development of thought in contact with elements of nature. Great sensitivity to plants, animals and inert elements of nature.
EMOTIONAL EDUCATION
The development of education takes place in scenarios of emotional interrelationships, in which teachers play an essential role in the classroom. This project aims to carry out innovative experiences to encourage its development, through experiences that stimulate and develop emotional competence in a transversal way, taking into account the following aspects:
- Self-awareness
- Self-regulation
- Self-motivation
- Social skills
- Empathy
COOPERATIVE LEARNING:
Cooperate to learn to cooperate.
Through project work, we intend to promote cooperative learning. This consists of the didactic use of small teams to carry out a planned activity through a work structure that requires simultaneous interaction among them and equal participation of all.
The members of a cooperative learning team have a double responsibility: to learn what the teacher teaches them and to contribute to the learning of their teammates. In other words, cooperate to learn and learn to cooperate.
KEY COMPETENCIES
A key competency is the ability a person demonstrates to act effectively on an aspect of reality (personal, social, natural or symbolic). This implies moving from "knowing" to "knowing how to do" and from "learning" to "learning to learn".
The objective is that, upon leaving school, students will have developed to their full potential and will be able to enter adult life by applying their learning to everyday situations. We must be clear that a competency expands and enriches throughout life and is not, therefore, something static.
A close relationship thus emerges between key competencies and multiple intelligences. The more challenges and the more diverse the challenges posed to the students, the more possibilities there are for them to develop in a comprehensive manner.
Mathematical Competence and basic competences in Science and Technology (CMCT)
It is the ability to develop and apply mathematical reasoning to solve various problems of daily life, emphasizing reasoning, activity and knowledge. Basic competencies in science and technology refer to the mastery, use and application of knowledge and methodology used to explain nature. They therefore involve an understanding of the changes linked to human activity and the responsibility of each individual as a citizen.
Social and Civic Competencies
It refers to personal, interpersonal, intercultural competencies, as well as to all forms of behavior of an individual that enable him/her to participate effectively and constructively in social and professional life. This competence corresponds to personal and collective well-being.
Understanding the codes of conduct and customs of the various environments in which the individual develops is fundamental. A person can ensure civic, active and democratic participation thanks to these civic competencies, especially through knowledge of social and political notions and structures (democracy, justice, equality, citizenship and civil rights).
Sense of initiative and entrepreneurship
It consists of the ability to transform ideas into action, a skill that is related to creativity, innovation and risk acceptance, as well as the ability to plan and manage projects in order to achieve objectives. People are aware of the context in which a job is placed and are able to take advantage of the opportunities presented to them. A sense of initiative and entrepreneurship are the basis for the acquisition of specific skills and knowledge necessary for those who create and contribute to some kind of social or commercial activity. Such a spirit should also include an awareness of ethical values and encourage good governance.
Linguistic Communication (CL)
It is the ability to express and interpret concepts, thoughts, feelings, facts and opinions orally and in writing (listening, speaking, reading and writing), as well as to interact linguistically in an appropriate and creative manner in all possible social and cultural contexts.
Digital Competence
It entails a safe and critical use of the technologies characteristic of the information society and, therefore, the mastery of information and communication technologies (ICT).
Learning to Learn
It is linked, on the one hand, to learning, to the ability to undertake and organize learning, either individually or in groups, according to the individual's own needs and, on the other hand, to the awareness of methods and the identification of available opportunities.
Cultural awareness and expressions
It involves awareness of the importance of creative expression of ideas, experiences and emotions through different media (music, performing arts, literature and visual arts).
KEY COMPETENCIES
A key competency is the ability a person demonstrates to act effectively on an aspect of reality (personal, social, natural or symbolic). This implies moving from "knowing" to "knowing how to do" and from "learning" to "learning to learn".
The objective is that, upon leaving school, students will have developed to their full potential and will be able to enter adult life by applying their learning to everyday situations. We must be clear that a competency expands and enriches throughout life and is not, therefore, something static.
A close relationship thus emerges between key competencies and multiple intelligences. The more challenges and the more diverse the challenges posed to the students, the more possibilities there are for them to develop in a comprehensive manner.
Mathematical Competence and basic competences in Science and Technology (CMCT)
It is the ability to develop and apply mathematical reasoning to solve various problems of daily life, emphasizing reasoning, activity and knowledge. Basic competencies in science and technology refer to the mastery, use and application of knowledge and methodology used to explain nature. They therefore involve an understanding of the changes linked to human activity and the responsibility of each individual as a citizen.
Social and Civic Competencies
It refers to personal, interpersonal, intercultural competencies, as well as to all forms of behavior of an individual that enable him/her to participate effectively and constructively in social and professional life. This competence corresponds to personal and collective well-being.
Understanding the codes of conduct and customs of the various environments in which the individual develops is fundamental. A person can ensure civic, active and democratic participation thanks to these civic competencies, especially through knowledge of social and political notions and structures (democracy, justice, equality, citizenship and civil rights).
Sense of initiative and entrepreneurship
It consists of the ability to transform ideas into action, a skill that is related to creativity, innovation and risk acceptance, as well as the ability to plan and manage projects in order to achieve objectives. People are aware of the context in which a job is placed and are able to take advantage of the opportunities presented to them. A sense of initiative and entrepreneurship are the basis for the acquisition of specific skills and knowledge necessary for those who create and contribute to some kind of social or commercial activity. Such a spirit should also include an awareness of ethical values and encourage good governance.
Linguistic Communication (CL)
It is the ability to express and interpret concepts, thoughts, feelings, facts and opinions orally and in writing (listening, speaking, reading and writing), as well as to interact linguistically in an appropriate and creative manner in all possible social and cultural contexts.
Digital Competence
It entails a safe and critical use of the technologies characteristic of the information society and, therefore, the mastery of information and communication technologies (ICT).
Learning to Learn
It is linked, on the one hand, to learning, to the ability to undertake and organize learning, either individually or in groups, according to the individual's own needs and, on the other hand, to the awareness of methods and the identification of available opportunities.
Cultural awareness and expressions
It involves awareness of the importance of creative expression of ideas, experiences and emotions through different media (music, performing arts, literature and visual arts).
