PRE PRIMARY
The Altamira International School is committed to offer a holistic education that develops all human dimensions: cognitive, social emotional, aesthetic, physical and spiritual in order to form a leading citizen that promotes a culture of service, honesty and respect. Recognizing the contributions that the Reggio Emilia philosophy has had worldwide in the understanding of the rights of children as constructors of culture and participants of their identity and autonomy. The directive and the teachers of the AIS Preschool, have been given the task of looking at and studying the proposal that since 1980 (in a place in northern Italy, in the Emilia Romagna region, the city of Reggio Emilia), has been a model for those who are dedicated to early childhood education.
The Altamira considers children as beings capable of creating and constructing meanings, capable of using a complex learning network that can only be interpreted through the listening attitude of the teacher.
Any action taken by children is considered a genuine gift and the priority for the team is to present in photographic records what they do and what they can do. The classrooms are spaces with an identity of those who inhabit it, where the processes of knowledge that take place there are made visible and where the actions and paths that have been taken are visible.
Upon entering the AIS the visitor can appreciate and understand the life in the school, its history and its identity in the documentation shared in panels.
The AIS fosters the investigative spirit and seeks to train boys and girls as responsible citizens, critical and creative thinkers capable of solving problems. In centers or areas of exploration within the classroom, students ask themselves by carrying out research that emerges from the hypotheses they express in their conversations.
There are multiple spaces, games, dialogues and exploration where children express their 100 languages. (Loris Malaguzzi, pedagogue and precursor of this educational philosophy). Hand in hand parents and teachers, in close relationship, participate in the creative development of the symbolic, logical, fantastic, cooperative, social and emotional languages of the children.
The language of music allows the child to communicate with their interior and between them, stimulates imagination and creativity. The song and the percussion are the first rhythm elements in the smallest ones. In “Music Studio” a rich environment is created that fosters self-esteem and promotes social, emotional and intellectual development.
ATELIER OR ART STUDIO
In this space children converge to explore, through artistic techniques, the themes through which their daily concerns revolve. Sensitivity can be explored through many means and ways. The Atelier is a space for the encounter of children with their creativity.
Dance and Body Expression another language that communicates emotions and supports nonverbal expression and communication, developing skills and abilities.
Children are immersed in a bilingual environment that fosters the development of communication skills. In both internal and external classroom environments, oral and written communication permanently enriches the literacy process in English and Spanish. In researching and solving problems in a creative way in encounters with mathematics, children manage to understand the world around them, appreciate and enjoy from an early age discovering that mathematical thinking is everywhere.
It is the responsibility of the AIS to share with the community through the walls of the institution and reaching other educational entities through meetings and pedagogical dialogues that encourage the sharing of knowledge. Moments such as the Mathematical Congress, the International Presence Initiative, the month of reading and others enrich the processes of collaboration and solidarity among the learning communities.
It is the responsibility of the AIS to share with the community through the walls of the institution and reaching other educational entities through meetings and pedagogical dialogues that encourage the sharing of knowledge. Moments such as the Mathematical Congress, the International Presence Initiative, the month of reading and others enrich the processes of collaboration and solidarity among the learning communities.
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