Pristupačnost
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Kindergarten curriculum 

Kindergarten curriculum 

The modern definition of the curriculum can be described as instructions for creating conditions in the institution for quality living and learning of children. In other words, we could say that each kindergarten creates and develops its own curriculum, and that it depends on the arrangement, organization, and material equipment of the kindergarten, but mostly on the professional staff who live and work there. The extent to which a child’s potential and abilities will be developed depends on themselves, as well as on the quality of the environment in which they live, develop, and learn. The shaping of the environment and continuous care about its further development—since children are constantly developing and what was interesting to them yesterday may no longer be interesting now—is crucial for educators and all professional associates, who are led by the principal. In other words, we want to emphasize the importance and responsibility of everyone employed in the institution for the quality of work with children of early and preschool age.

 

ORGANIZATION OF GROUPS BY HOUSES

The experience in research and changing the existing educational practice (i.e., creating a modern curriculum) confirms that the assumptions that, in an environment where younger and older children live together, only the younger children see “benefits” and the older ones do not are wrong and unfounded. Children in groups organized in this way, as in large extended families with a rich material environment, experience daily stimulation and development of opportunities that often deviate from the traditional understanding of the opportunities of children of a certain age.

When it comes to the organization of mixed groups, we are able to provide the children with a natural environment and manipulation of materials that we considered suitable only for older children until recently. In such a way, we are able to observe, document, and learn by changing our knowledge, attitudes, or implicit pedagogy. By changing our kindergarten curriculum, we are constantly able to confirm that activities or games that children initiate and organize themselves have very high educational potential and that they often break all psychological norms concerning their duration.

Spontaneous and situational learning of children (independently or with the support of other children of different ages) in an interactive space, full of various stimuli, is an interesting and positive experience for children and adults alike. Older children, while taking care of the younger ones and helping them in learning and research, consolidate, practice, and expand their knowledge in the best possible way, which, in particular, results in a positive impact on the development of their social competencies, communication skills, and the spread of prosocial behaviors. In addition to the above, variety is what enables the creation of an atmosphere most similar to a family environment. In our work, we encounter confirmation of this thesis on a daily basis.

 

ORGANIZATION OF GROUPS BY HOUSES

Due to the openness and design of the space, rich in materials and didactic toys, and the far greater connection between educators, we provide safe and free movement of children through all spaces or centers. Good organization and coverage of all spaces enables the involved educators to have the needed insight into a child’s activities, as well as necessary interventions depending on the situation, interests, and needs of a child. Educators have the possibility of working together for much longer in the immediate process, which is definitely reflected in the quality of educational work and approach to a child, which could be summarized as a PERSONALIZED APPROACH. It is visible through:

  • greater focus on the child (individual approach to the child)
  • freer and safer movement of children through the premises due to the greater number of educators at hand (greater interaction, as well as “coverage” of the premises) 
  • meeting the individual needs of the child, regardless of their age
  • faster and more spontaneous socialization of children within the space of the house in which they are located
  • gradual, but visibly emphasized professionalization of the involvement of educators, harmonization and changing strategies of the involvement of adults
  • better conditions for documenting important moments from the educational process since the educator does not have to be omnipresent (they do not cover the entire space), so they can focus on a smaller group of the children and the activities in which they are engaged.

 

KINDERGARTEN PREMISES – A SET OF VARIOUS CREATIVE WORKSHOPS FOR THE DEVELOPMENT OF DIFFERENT COMPETENCIES OF CHILDREN

We believe that a space is stimulating if it is equipped with flexible and multi-purpose equipment, adapted to the developmental needs and interests of children of early age, as well as specialized equipment and materials for research, experimentation, and knowledge expansion.  An educator who is as empathetic as possible, who hears and sees the child, as well as the kindergarten space—which, thanks to its design, resembles a home—make the child happy, so that every day they see the kindergarten as their second home. All kindergarten employees are obliged to respect the child and their uniqueness in their overall work. Therefore, from an early age, we accept democracy in its full and true sense (thus avoiding only declarative teaching about what democracy should be). Likewise, our approach to each child and the educational process as a whole truly supports, respects, and encourages children’s rights. For this reason, we have designed the kindergarten spaces in such a way that they enable the free expression of all of the child’s creative potential, their curiosity, autonomy, and proper communication with others through the connection of all of the kindergarten premises.

We design and equip kindergarten spaces in a deliberate manner, i.e., as spaces that are thematically separated, that have necessary equipment and the appropriate type of materials for certain types of play and research activities. Each of the spaces and centers in them has a specific purpose, but all the centers are interwoven by the movement of children, by the connection of materials and activities that, at a certain point, turn into children’s research, regardless of the original purpose of that center or space.  Spaces, i.e., centers within individual spaces, can definitely be summarized as RESEARCH CENTERS since children have the opportunity to play and learn in each of them, to explore independently or in cooperation with others. Various research in the field of child development confirm that, in the first six years of life, children have an incredibly ability to learn and develop different types of knowledge and skills since they absorb everything in their surrounding like “sponges”, they have a strong need for communication, independence, and research, and when they primarily learn through movement and senses without much effort.

 

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Our kindergarten is a place in which a child has the opportunity to live their childhood to the fullest.

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