Educational project

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At 5th Avenue Schools we believe that children in our educational stage are explorers by nature. From birth, they have the ability to learn about the world around them, interpret it and interact with it. They are curious, capable and independent.

Our purpose is to promote and celebrate these natural qualities, through an innovative and creative educational project that ensures the best teaching-learning practices in early childhood education.

The main psycho-pedagogical pillars that base and support our educational project are based on the theories of Vygotsky, Chomsky, Guilford, Piaget, Ferreiro, Bruner, Ausubel, Rogers, Aucouturier, Salovey and Mayer, Damásio, Gardner, Coll, Dewey, Kilpatrick, Decroly, Freinet, Malaguzzi and others.

From these approaches, we can affirm that our educational project is cognitive constructivist, humanist, non-directive, based on emotional education, which is committed to the integral development of our students, welcomes diversity as a factor of enrichment and is oriented towards an inclusive school.

The axes that, as principles of educational intervention, are the backbone of our project are: constructivism, meaningfulness, affective education and affection, globalization, mediation and innovation. An ideal pedagogical basis for working on "competencies and by competencies".

Based on these principles, our students are the center of their own learning, builders of significant knowledge from their experiences, previous or acquired in the great variety and diversity of activities that they will develop in our nursery schools. Multiple activities in an environment of different capacities, interests, stimuli and learning rhythms in which the educational intervention process of our educators, in their role of guide and companion and with a predominance of the affective dimension, will detect and compensate the differences and enhance the results. In these learning situations, designed and developed with a globalizing approach, all our students will be stimulated to go further, to establish new connections and interrelate what is new with what they have already learned, and all this, complemented by constant research work, both inside and outside our schools, to find new and better models, methodologies, ideas, practices, products or technologies that benefit our students and represent an advance for their learning process.

Competency-Based Education

In a constantly changing world, the only certainty is uncertainty; the knowledge we learn today may be obsolete tomorrow. Therefore, unlike the traditional school based on the mere transmission of knowledge, at 5th Avenue Schools we practice a new approach to Competency Based Education, understood as the result of the integration of knowledge, skills, attitudes and values. These competencies have been developed by the latest regulatory provisions of the Early Childhood Education curriculum and are classified into key and specific competencies, common to both cycles of early childhood education, which identify the skills that children should be able to demonstrate in situations or activities organized around the basic knowledge or content included in each of the three areas in which the learning at this stage is organized.

Key competencies, specific competencies and basic knowledge.

Our educational project develops key and specific competencies and covers basic knowledge through a methodology adapted to the uniqueness of our children, learning through play, exploration, experimentation, manipulation, perception of their senses and emotions.

Learning experiences.

Our students will begin to develop their cognitive abilities through a broad and planned set of learning experiences based on stimulating experiences and activities, intentionally designed by their educators based on their centers of interest and with the objective of creating wonder, joy, fun, discovery and, therefore, knowledge. All of them will take into account the principles of Universal Design for Learning (UDL), which aims to eliminate potential barriers to learning by planning and employing multiple forms of participation and motivation to learn, multiple forms of representation and transfer of learning, and multiple forms of action and expression.

These learning experiences and situations will deal, among others, with the body and its progressive control, affective development and balance, healthy living habits for self-care and care of the environment, socioemotional interaction in the environment and life with others, creative exploration of objects, materials and spaces, experimentation in the environment, curiosity, scientific thinking, logical reasoning and creativity, logical reasoning and creativity, and the development of a sense of responsibility, logical reasoning and creativity, inquiry of the physical and natural environment, its care, valuation and respect, the different elements of communicative interaction, languages and their speakers, verbal communication in its areas of expression, understanding and dialogue, approach to written language, literary education, musical language and expression, language and plastic and artistic expression, language and body language and expression.

In them, our students will be continuously stimulated to express themselves in multiple ways and will learn the process of active listening, they will read and watch stories, poems, stories, etc., sing and dance songs, perform multiple artistic works with all kinds of materials, perform many experiments, use English as a language of communication and play, observe, imagine and fantasize multiple fun, stimulating and memorable situations, learn both to perform energetic physical exercises and to relax and calm down, etc.. In short, they will play a lot and learn a lot more.

Education for the future

It is our goal to educate for the future, that our students enjoy the best learning opportunities and, therefore, in our educational projects are incorporated:

• The most appropriate methodologies depending on the learning situations and knowledge to be developed, such as learning based on thinking, problems, projects, challenges, learning stations, cooperative learning, design thinking, service-learning, e-learning, visual thinking, flipped classroom, gamification, discovery learning, centers of interest, workshops, group dynamics, etc.
• Emotional education programs, social skills, sensoriality and mindfulness.
• Creativity workshops for the expression and development of plastic, artistic and musical education skills.
• Projects of stimulation and development of verbal expression and comprehension and initiation to reading and writing, fully adapted to their level of maturity and development.
• Advanced psychomotor stimulation programs.
• Projects for initiation to computational thinking and responsible use of technological resources, platforms and devices.
• Numerous opportunities and activities for collaboration between the family and the kindergarten.
• Cooperative work, solidarity, festivities, cultural and traditional celebrations, excursions, visits to exhibitions, interaction with national and foreign visitors in multicultural activities, etc.
• Multiple activities of evaluation, follow-up, tutoring, information and counseling, parents' school, etc.