Groups in our preschool

We are a pri­va­te pre­scho­ol with an indi­vi­du­al appro­ach to each child. Our pupils learn and play in small gro­ups up to 14 chil­dren. Our caregivers/teachers have been care­ful­ly cho­sen to pro­vi­de our pre­scho­olers with the best care and edu­ca­tion.

In each gro­up chil­dren are take care by at least two teachers inc­lu­ding one Nati­ve English-Spe­aker. Thanks to this solu­tion all chil­dren in our pre­scho­ol have con­tact with a fore­ign lan­gu­age (English) during the all day-stay.

Wor­king in a such small gro­up also allows our teachers and psy­cho­lo­gi­sts to listen care­ful­ly (empa­the­tic com­mu­ni­ca­tion) and build a real­ly clo­se rela­tion­ships with each child. All teachers have also a non-direc­ti­ve appro­ach to teaching which means in prac­ti­se an appro­ach that fol­lows the chil­dren. The main role of teacher in our pre­scho­ol is to sti­mu­la­te chil­dre­n’s natu­ral inte­re­sts and to help them to over­co­me the possi­ble deve­lop­men­tal dif­fi­cul­ties.

By assu­ming the role of an obse­rver our teachers give chil­dren the oppor­tu­ni­ty to deve­lop the­ir own distinc­ti­ve­ness and inde­pen­den­ce – at the time appro­pria­te for each child. In our opi­nion inde­pen­den­ce is a very impor­tant deve­lop­men­tal-need of eve­ry child. Chil­dren natu­ral­ly stri­ve to per­form many eve­ry­day acti­vi­ties on the­ir own.

On the other hand chil­dren learn best thro­ugh the­ir own actions and expe­rien­ce (known also as a mul­ti­sen­so­ry impres­sions or poly­sen­so­ry per­cep­tion). More­over the mul­ti­sen­so­ry sti­mu­la­tion (which means sti­mu­la­tion of many sen­ses at the same time) cau­ses the cre­ation of a new con­nec­tions betwe­en the nerve cells. And the more such a new neu­ro­nal-con­nec­tions in the bra­in, the more atten­ti­ve and per­cep­ti­ve the child beco­mes and (what’s even more impor­tant) the bet­ter is his or her futu­re aca­de­mic achie­ve­ments. The­se pro­ces­ses have the­ir neu­ro­phy­sio­lo­gi­cal basis at the level of cere­bral cor­tex and sub­cor­ti­cal cen­tres.

The­re­fo­re in our pre­scho­ol, teachers try to use as many mul­ti­sen­so­ry edu­ca­tio­nal-aids as possi­ble – edu­ca­tio­nal-aids that simul­ta­ne­ously enga­ge more than just one of the chil­d’s sen­ses as for instan­ce: sight and hearing vs. sight and touch vs. hearing and touch.