Group

  • Redes Sociais / Social Media

Group

Teste 1

Toddler is a group of children who have just learned to walk, who are anxious to discover the wonders of life in a group, and are ready to have new experiences. In this age group (1 to 2), among affective and relational dimensions, the teacher helps the child to identify needs and prioritise them. Apart from being looked after and receiving all necessary attention, the children are invited to play. Play supports self-esteem and contributes to the expansion of knowledge, stimulating autonomy in the choice of roles, partnerships and significant activities which make new discoveries of the world around the child possible.

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G3

G2 is a group of children who are turning 2 up to the 31st of March. At this age, children are focused in their own self, their own feelings and desires. Our work at this moment is, thus, focused on the development of self-conscience, autonomy and self-esteem. The daily activities are organised to stimulate that process. For example, we begin the day asking the child to put away his own bag and lunchbox. Throughout the day, the children play in the playground, have art activities, among other daily activities. In all these moments of the routine, we stimulate autonomy: looking after their own belongings, choosing a toy to play with, working with material from the art room, among other actions.

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G3

G3 is a group of children who turn three by June 30th. At this phase of preschool education, students begin to perceive others and their characteristics. They start, thus, to appreciate and G3 is a group composed of children who turn 3 up to the 31st of March. At this phase of pre-school education, the presentation of new contents to the children require always the most diverse didactic structure, from telling a good story to proposing a pretend play game, a structured game or an observation. Projects earn strength and children’s active participation. It may be to research about the universe or about a bug which lives in the garden. All subjects are learned through significant activities. All is lived without leaving interaction and play aside, which are so important for the child’s constitution.

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G4

G4 is a group of children who turn 4 by the 31st of March. At this moment of preschool education at Puzzle, we can already observe more clearly the results of the work with English immersion.

The children already begin to express themselves in the second language confidently. For example, at the weekend line they are able to report in English the places they visited. At the art room, they are able to ask for the material they want/need in English, and are already used to say the basic commands such as “I want to do wee wee, or “It’s time for lunch”, among others.

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G5

G5 is a group of children who turn 5 by the 31st of March. At this phase we introduce Portuguese in a period of two additional hours to the curriculum. The children are part of an 8:00 – 15:00 programme, with four hours of English and two of Portuguese daily.

We work with brazilian culture through many reading activities, putting together a meaningful repertoire through which the students adventure themselves in literacy. For example, the nursery rhymes of the brazilian culture are the object of study over the year and establish a pleasurable relation with the Portuguese language, apart from a greater contact with the brazilian culture. Coherent with our reflexive way of learning, the children build and rebuild their hypothesis of writing, knowing that they are in the process of learning to write conventionally.

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G6

1st year is a group of children turning 6 up to the 31st of March. 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.

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G6

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.