Elementary Educat...

  • Redes Sociais / Social Media

Elementary Education

At Puzzle, the transition between preschool and elementary school happens with much attention and care, guaranteeing to all the children the continuity of their learning processes, We respect singularities and the different relations they establish with knowledge, and the importance of play and interactions.

Elementary school in Brazil is comprised of 9 years, and during this period children go through a series of changes related to physical, cognitive, emotional and social aspects, among others.
In order to guarantee that the beginning of elementary school happens in the calmest way possible we give this moment special attention, time, space and routine, so that the child continues building, based on what he/she has already learned, his/her educational path.

At our 1st year routine, we value learning through play, and this happens in a context which is very meaningful for learning a second language.

Classes that happen in Portuguese focus in literacy, which guarantee many opportunities for our young learners to understand how our written language works. Little by little, the children learn to produce texts even before they are able to write conventionally. This means that even though children are unable to read and write autonomously and “correctly”, they may use more experienced partners, and also count on the teacher as a writer.

In many of the moments in our routine and in our projects´ research process, the children are invited to encounter new ways of relating to the world, new possibilities of reading and formulating hypotheses about phenomena, testing them, refuting them, having conclusions, with an active attitude when building knowledge. That is, a student who has a central role in his/her own learning process.

2nd year is a group of children turning 7 by the 31st of March. The child, at this age group, starts to be more conscious of his role inside the institution – a student’s role. Little by little, he starts to perceive that, like others, he is inserted in a larger group, and thus acquires the notion of otherness. From this notion, the child begins to interact as a member of the group, equally, gaining maturity in his self-regulation process.

The total immersion programme lived to the moment makes it possible for the student to interact in a more globalized context, and the children become capable of dealing with cultural differences. They become conscious that they are responsible for building a world in transformation, being more and more capable of interpreting, expressing and negotiating meaning. The development of these capacities implies going beyond grammatical competence, working on sociolinguistic and strategic competences.

In other fields of knowledge, students are motivated to transmit, share, build knowledge and be flexible towards others. Thus, they daily expand their capacities, being active in their own learning processes.