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Let’s talk about pedagogy

An educational day care is a place where the child discovers himself and others, explores, plays, socialises and moves towards independence.
The pillars of our philosophy will be implemented through the latest research in neuroscience and pedagogical studies:
positive pedagogy,
• a benevolent approach,
• Promoting children’s autonomy
• providing emotional security.

Our project is based on:
1. The American paediatrician Marshall Rosenberg for his nonviolent communication approach
2. The French paediatrician Catherine Gueguen for imparting empathy and benevolence
3. The French paediatrician and psychoanalyst Françoise Dolto for her work on children, who are the main actors in their development
4. The American psychoanalyst René Spitz for his work on Hospitalism
5. English paediatrician Donald Winnicott for his work on the need for a healthy environment
6. Hungarian paediatrician Emmi Pickler for her work on the stable, reliable and predictable environment that the children need
7. The Italian doctor and pedagogue Maria Montessori
8. English psychiatrist John Bowlby for his work on attachment
Our educators ensure that the environment is created in a way so that it promotes the child’s autonomy and emotional security.After research and training our educators collectively have curated an educational project for the school keeping our core pedagogies in focus.
Our educational project emphasizes on motor skills, free play, autonomy and acceptance of the child’s emotions with the help of a paediatrician.Free motor skills are of paramount importance in order for the child to grow towards independence. The child is an active participant in his daily routine, which is why we encourage the child to attempt to do things independently for himself alongside an adult. It is necessary for the child’s development from an early age to be able to play and discover the world around him by himself.For this, the child needs space and specific equipment to allow him to attempt to discover the environment around him.In order to preserve the child’s autonomy and encourage his developing motor skills we ensure that the child is never put in a situation which he cannot control.For example, making him sit down when he can’t sit alone, make him walk by holding his hands when he hasn’t yet acquired the strength to walk… etc.
All equipment that hinders the child’s need for autonomy is forbidden from our structure to ensure the child continues to grow and explore his environment confidently. The discovery of the body and the awakening of the child’s senses are facilitated by games and stimulation by the educators around him. The educators are attentive to the development of each child and propose different games and exercises curated to suit the needs and rhythm of each child. The layout of the spaces is designed to support the autonomy of the child.In order to promote the latter, the team creates spaces that allow the child to explore, discover, learn and play according to his own rhythm and desires.This is one of the reasons why the bathroom is accessible to children at all times so that they can get there when they feel the need.In each section of the structure depending on the age group, specific materials have been set up with different objectives are arranged to meet the needs of each child (cocooning space, reading space, symbolic play/imitation space, construction space, motor space..) The educator is present to accompany the child through all his daily discoveries. The educator offers various motor and sensory activities related to the needs and abilities of each child. In order for the child to feel comfortable and safe in the new environment, it is essential to create landmarks for the child- temporal, spatial and physical.Temporal markers are defined by the regularity of routine time, rituals and transition times.
The spatial markers are defined by the layout of the spaces that remain fixed to ensure physical and psychological security for children and will evolve according to their needs. To ensure this, children who have not started walking are situated on an individual mat that is always placed on the same spot, in the same place in order to establish a physical marker for the child. Wooden games, fabrics to touch, rattles etc are offered to children on the mat. We do not offer electronic games that over stimulate the child and inhibit the child’s imagination.
Physical cues are defined by the referent
The educator is a professional who will accompany the child and take care of them during his separation from the parents at the day care. The child develops a strong relationship of mutual trust with the adult, as he is fed and taken care of with undivided attention (drop off time, meal time etc).
The educator is always physically and emotionally available to each child. The educator’s thoughts, reflections and observations are always pointed towards the children she takes care of. She is like a beacon; always present, visible from afar, it is illuminated around her, is reassuring and predictable.
Where possible, the educator is the person who performs all the duties and transmissions for the child (morning and evening reception). She ensures the continuity of care and guarantees the well- being of the child throughout the day . The educator is in charge of a group of up to 8 children (these figures correspond to the multi-reception coaching rates in France.)
To compensate for absences due to illness or leave, the educator has a relay. This person takes over if necessary, accompanying the child without putting him through distress of separation from the primary educator. For example, if the educator is on a break, the relay person will take care of the child in order to minimize the number of adults caring for the child.
The educator will be available to discuss matters regarding your child, taking into account your anecdotes and take on questions about the institution and the development of their child.