ECOLOGICAL APPROACH

Each toy and each edu­ca­tio­nal-aid used in our pre­scho­ol has been care­ful­ly selec­ted by a team of spe­cia­li­sts. We only use toys made of natu­ral mate­rials (e.g. glass, wood, eco-pla­stic). In our pre­scho­ol, the­re are no colo­ur­ful and play­ing toys that could adver­se­ly affect the nervo­us sys­tem of a pre­scho­ol chil­dren. All our inte­riors are cha­rac­te­ri­zed by a very peace­ful decor just to pro­vi­de chil­dren with an appro­pria­te sen­so­ry com­fort during the­ir all-day stay. We espe­cial­ly avo­id situ­ations that may over­sti­mu­la­te chil­dren, as for exam­ple: too loud music, too bri­ght colo­urs, syn­the­tic mate­rials, too much sugar in the diet (menu).

At the same time most of our edu­ca­tio­nal-aids such as for instan­ce puz­zles / sor­ters / aba­cu­ses / Sudo­ku for chil­dren / have only the English-lan­gu­age instruc­tions. Next very impor­tant ele­ment of our daily sche­du­le is the chil­dre­n’s free (peer) play inc­lu­ding a nume­ro­us of con­struc­tion, sen­so­ry, per­cep­ti­ve and ana­ly­ti­cal-rese­arch acti­vi­ties.

We also attach a par­ti­cu­lar impor­tan­ce to the imi­ta­ti­ve play and the­ma­tic play accor­ding to the ima­gi­na­tion and indi­vi­du­al pre­fe­ren­ces of chil­dren. Such games have in our opi­nion a posi­ti­ve impact on the key social-emo­tio­nal skills of chil­dren such as for instan­ce: sha­ring atten­tion, main­ta­ining alter­na­ting rela­tion­ships, under­stan­ding inten­tions, cor­rect under­stan­ding of meta­phors (mind-reading).