Organising an interactive environment
The spaces in the nursery school are formed with the purpose to enable an unrestrained expression of the child's entire creative capacity, its curiosity, independence and the right to communicating with others through having all nursery spaces joined together. Within a bountiful and stimulating environment in which it spends time, the child may come to display and develop its capacities, satisfy its needs, become an equal member of the group with which it interacts, start to research and learn along with the other children and grown-ups. It's especially important to us that the parents or other visitors of the nursery school, by observing the environment and the child's activity within it, come to see that the children always have something interesting to do during the whole time of being in the nursery school. We have developed to a stage where we can evaluate the quality of our educational methods which we apply in order to develop an «OPEN AND INTERACTIVE ENVIRONMENT» which enables the realisation of all of the child's potentials.
On entering the nursery school, you'll witness a carefully designed environment which stipulates activity. Our space is designed to be mindful of the child's abilities and initiative, it stimulates the child's authenticity and activity and inspires trust in the educators who work within it. A stimulating environment instantly facilitates mutual trust between the educator and the child, making the child (very often already on the child's first visit to the nursery school) go headfirst into activities with other children or inspiring individual initiative. It' s of utmost importance to us to develop and sustain an emotionally stable social context and a positive climate, free of pressure and tensity. Talking to the baby, speaking with the child, cuddling, hugging, listening to music, dance, spending time in nature, observing, noticing, pronuouncing, reading, storytelling, leafing through picture books, singing, laughing... all that (in a nutshell!) makes for a stimulating environment in which the child can develop and learn. Precisely that kind of environment we want to create in our nursery school.
One is much mistaken to hold the notion that within an environment in which young and old children coexist , only the young ones are getting the benefits. Experience has taught us that old children, by taking care of the younger ones, helping them to learn and research, consolidate their knowledge, by investing it more and thereby expanding it, developing their social competences, communicative skills and expanding socially approved behaviour. This kind of forming of groups mostly resembles a family environment in which children and grown-ups of different ages live together, so that the learning of a child with the aid of another child becomes interesting and a positive experience. «Another child can chisel the mind of a child better than any grown-up is capable of.» (J.A. Komensky)