Mission, or what we do, why, and for what purpose
Our pedagogical inspirations is primarily rooted in the time-tested Maria Montessori system, which has been embraced worldwide for decades. It emphasizes the freedom and independence of the child, the creation of a prepared environment, a unique set of brilliantly designed developmental materials, and the role of the teacher as a guide and observer. Maria Montessori's discoveries have gained solid empirical confirmation not only in countless institutions working within this approach but also through scientific and theoretical advancements, including the development of neuroscience, such as neurodidactics. Therefore, we closely follow the current state of knowledge regarding the processes of learning and optimal conditions for children's development and incorporate it into our planning.
We focus on first and foremost on providing children with a sense of security, because it is the foundation of all their activities, a prerequisite for effective learning and development.
We focus on gradual and unforced adaptation, working closely with parents here, and we gently introduce toddlers to kindergarten activities and customs. There is no violence with us at any stage of adaptation.
We create an enriching environment, which supports the development of children in this extremely important and sensitive period of their development, stimulates their curiosity, creativity and develops good taste.
We believe, that the main advantage of being in an age-diverse group of children and in the company of child-sensitive adult guides is the gradual gaining of trust in the world, learning about one's place in it, becoming familiar with diversity and strengthening confidence in one's social competence.
We have experience in dealing with sensitive children (tactile, auditory, emotional, social) and create optimal conditions for them to use their specificity to the benefit of themselves and others.
Avoid stirring up rivalries, we encourage cooperation and development of one's individuality without the need for constant comparison with others and without rushing.
Following the Western example, we want rankings and constant competition – noted Prof. Gruszczyk-Kolczyńska. – Yet, a race does not favor a child's development. I have seen many children who seemed academically weak and then suddenly transformed from "caterpillars" into "butterflies." We cannot predict when this will happen. Some children require waiting, patience, and skillful support in their development. The logic of a race does not serve such an approach.
We employ the method of immersion in the English language.
Polish teachers and an English native speaker, whose
friendly presence encourages children to communicate in the only way available to them, interact with children daily. We
know from experience that it is an effective, enjoyable, and natural method of early familiarization with a foreign
language that leads to fluent use of both languages over several years.
We believe in learning through experience rather than academic lectures.
We strive to provide children with as many
opportunities as possible to independently discover the truths of this world, without preconceived outcomes, and without
discouraging them from trying unconventional solutions.
Our brains are not designed to memorize information from the outside, but to process it, extract general rules from it, and solve problems using them
(Marzena Żylińska, Neurodidactics - Teaching and Learning Brain-Friendly)
Curiosity about the world and love of acquiring knowledge is a child's capital, which we try not to waste, but multiply for the benefit of themselves and the world they will co-create.
Due to the above, we allow ourselves to get dirty and wet during work and play (changing clothes and waterproof aprons are necessary!).
Child with us is to be an active subject of the learning process, not a passive recipient of knowledge transmitted by authority.
We prioritize understanding over memorization and experiencing over repetition.
We support self-reliance (in daily activities, but also thinking and creating), freedom of expression while respecting the rights of others, responsibility for one's actions.
We do not use coercion, isolation and humiliation as „educational” measures to develop obedience to the stronger (punitive chairs, behavior boards, stickers or stamps, etc.).
We strive to nurture in children their innate curiosity about the world and the desire to learn. With us, they will not learn that learning new things can be a hardship and a chore; rather, they will remember that it is an adventure and a pleasure.
We support intrinsic motivation to learn about the world and self-improvement - we avoid judgment and comparison as tools of manipulation. For:
"Motivation is derived from cognitive curiosity. By not appreciating one, we automatically destroy the other."
and "No one has grown from measuring, but many have lost motivation."
(Marzena Żylińska, Neurodidactics - Teaching and Learning Brain-Friendly)
We teach naming and expressing emotions, empathy, help resolve conflicts in the group. A psychologist working in the NVC and proximity parenting current is with us permanently, accompanying children and adults every day.
In the middle of a metropolitan area, we try to provide children with as much contact as possible contact with nature and movement outdoors.
We show you what it looks like in practice caring for pets And how different their needs are.
We place great emphasis on manual work and movement activities as the best and naturally supportive of a child's comprehensive development.
We believe, that a child, for healthy and balanced development, needs first of all Healthy food, adequate sleep and exercise. Thus, we provide a balanced menu, constant access to fresh water, and time to relax and let off steam.
In line with modern knowledge of children's needs we create optimal conditions for work and concentration: a calm interior, finished with natural materials, without an excess of distracting ornaments and aggressive or tacky decorations. We give children a chance to co-create and take care of their preschool environment, so that they feel at home and safe in it.
Children with developmental difficulties or disabilities have in our kindergarten a friendly environment and the support of a team of specialists who guarantee therapy in each area requiring it (SI therapist, neurologist, psychologist, special educator).