Main aims of pre-...

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Main aims of pre-school education

We believe that building a positive image of oneself, which relates to a growing autonomy and thus self-esteem, is one of the most significant aims of pre-school education. The constant valuing of each child´s knowledge and the respect towards group differences stimulate the growth of self-esteem.

Pre-school education provides the child´s first contact with a group outside the family´s reach, promoting learning with friends too. We think together with and for others.

“I am not you
You are not me
I am not you
You are not me.
But I know a lot about myself
Living with you.
And you, do you know much about yourself living with me?
I am not you
You are not me.
But I met myself and saw myself
While I looked at you”.
       –     Madalena Freire

The contact with other children builds favourable attitudes for social interaction, like sharing, waiting for one´s turn and listening to a friend´s opinion, even if disagreeing from it. The child learns to respect differences, of intention, culture and habits.

Opportunities for expressing feelings, emotions, desires and needs are created through numerous situations in the school routine as when playing games.

“The child acquires experience playing. Play and games are an important part of his life… Just like adults´personalities develop through their life experiences, the children´s evolve through their own games and the inventions of play created by other children and by adults. In enriching themselves, children gradually amplify their capacity of exaggerating the richness of the externally real world”.

            Winnicott, D.W.

            The child and his world – chapter 22. Rio de Janeiro: Zahar Ed., 6th edition free translation

Expressing oneself in Portuguese and English in a confident way is another aim, each one in his/her own rhythm. Some will have greater fluency in the second language before others, showing how each child is unique in his learning process.

Producing, appreciating and conceptualizing art. This non-verbal form of expression is considered in 3 different ways, taking into account that one must produce as well as appreciate art.

The process of learning to read and write begins with the recognition of the child´s name and those of the children in the group. These activities using names begin when the children are two years old, by observing differences in the sizes of names and shapes of the letters.