My School follows «le socle commun de connaissances, de compétences et de culture» recommended by the French Ministry of National Education, with the 5 learning areas:
- Develop language skills in all of its aspects
- Act, express oneself, understands through physical activity
- Act, express oneself, understands through artistic activity
- Build the first tools to organise one’s thoughts
- Explore the world
Four stages of kindergarten learning process can be formulated as follows:
- Commitment to the task
- Explication and institutionalization
This so-called sequence allows students to work more independently. It is from this approach that we draw inspiration to set up and manage the workshops.
Organization: Rituals, Spaces & Play Corners
Aim & Objectifs
The kindergarten’s ultimate aim is to help each child become independent, in accordance with defined procedures, and to allow them to acquire the knowledge and skills necessary to succeed in mastering the basic learning skills in the first year of Primary School.
The highest priority of the kindergarten is for the children to acquire rich, well-structured oral language, which can be clearly understood by others. In the kindergarten, the child establishes relationships with other children and with adults.
They exercise their motor, sensory, emotional, and intellectual skills; they learn to form relationships; they develop into students. They discover the universe of the written word.
The kindergarten encourages the development of all the young children they receive by responding to their individual needs. It widens their sphere of relationships and allows them to discover games, to investigate, to create things freely or with guidance, to participate in a rich and varied range of exercises which will contribute to forming their personality and to their cultural awakening.
The program of the kindergarten, without hourly curricular requirements, presents major domains of activity to be covered over the three years which precede the start of compulsory schooling; it fixes the objectives to be attained and the skills to acquire before the transition into primary school. In implementing the program, the developmental stages and rhythm of the child must be taken into account.