Mission, or what we do, why, and for what purpose
Our pedagogical inspirations are 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 developments in 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 primarily focus on on providing children with a sense of security, as this forms the foundation for all their other activities, effective learning, and development.
We emphasize a gradual approach and a gradual adjustment period, during which we work closely with parents to gently introduce young children to preschool activities and routines. There is no violence at any stage of our adjustment process.
We create a stimulating environment that supports children’s development during this incredibly important and sensitive stage of their growth. It stimulates their curiosity and creativity and fosters good taste.
We believe that the main advantage of being in a mixed-age group of children and in the company of adults who are sensitive to children’s needs is the gradual development of trust in the world, understanding one’s place in it, becoming familiar with diversity, and strengthening belief in their social skills.
We have experience in working with children with special needs (sensory, auditory, emotional, social) and create optimal conditions for them to make the most of their unique qualities, both for themselves and for others.
We avoid fostering competition, encouraging cooperation, and fostering individuality without the constant need for comparison and rushing.
„Following the Western example, we want rankings and constant competition,” noted Prof. Gruszczyk-Kolczyńska. „Yet, a race does not foster 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 time, patience, and skillful support in their development. The logic of a race does not serve such an approach.
We use the immersion method in English. Polish teachers and a native English speaker, whose friendly presence encourages children to communicate in the only way available to them, interact with the children on a daily basis. We know from experience that this is an effective, enjoyable, and natural method of early exposure to a foreign language, leading to fluent use of both languages over the course of several years.
We believe in learning through experience rather than through academic lectures. We strive to provide children with as many opportunities as possible to independently discover the truths of this world, without preconceived notions, and without discouraging them from trying unconventional solutions.
Our brains are not designed to memorize information from the outside, but to process it, derive general rules from it, and use those rules to solve problems
(Marzena Żylińska, Neurodidactics - Teaching and Learning Brain-Friendly)
A curiosity about the world and a love of learning are a child’s greatest asset, which we strive not to squander but to nurture for their own benefit and for the world they will help shape.
Because of this, we don’t mind getting dirty and wet while we work and play (so be sure to bring a change of clothes and a waterproof apron!).
A child With us, the learner is an active participant in the learning process, not a passive recipient of knowledge imparted by authority figures. We prioritize understanding over memorization and hands-on experience over repetition.
We do not use force, isolation, or humiliation as „educational” means of enforcing obedience to the stronger party (punitive chairs, behavior charts, stickers, or stamps, etc.).
We strive to nurture children’s natural curiosity about the world and their desire to learn. They will not learn from us that acquiring new knowledge can be difficult and arduous; instead, they will remember that it is an adventure and a pleasure.
We encourage self-motivation to explore the world and work on self-improvement – we avoid using evaluation and comparison as tools of manipulation.
For: „Motivation stems from cognitive curiosity. By failing to value one, we automatically undermine the other.”
and „No one has grown from being measured, but many have lost motivation.”
(Marzena Żylińska, Neurodidactics - Teaching and Learning Brain-Friendly)
We teach children to help them identify and express emotions and empathy, and to assist them in resolving conflicts within the group. A psychologist specializing in NVC (Nonviolent Communication) and attachment parenting is always on hand, supporting children and adults on a daily basis.
Although we are located in an urban area, we strive to provide children with as much contact with nature and outdoor activities as much as possible.
We show them firsthand what it means to care for pets and the different needs they have.
We place a strong emphasis on manual labor and physical activities as the most natural and effective way to support a child’s overall development.
We believe that for healthy and balanced development, a child primarily needs nutritious food, adequate sleep, and physical activity. Therefore, we provide a balanced menu, constant access to fresh water, and time for rest and active play.
In accordance with current understanding of children’s needs, we create optimal conditions for work and concentration: a calm interior decorated with natural materials, free from excessive, distracting decorations or garish, tacky ornaments. We give children the opportunity to help create and take care of their preschool environment so that they feel at home and safe.
Children Children with developmental difficulties or disabilities benefit from a supportive environment and the assistance of a team of specialists who provide therapy in every area where it is needed (sensory integration therapist, speech therapist, psychologist, special education teacher).