Mission, or what we do, why, and for what purpose
Our pedagogical inspirations are primarily rooted in the time-tested Maria Montessori system, which has been embraced worldwide for decades. It emphasizes the freedom and independence of the child, the creation of a prepared environment, a unique set of brilliantly designed developmental materials, and the role of the teacher as a guide and observer. Maria Montessori’s discoveries have gained solid empirical confirmation not only in countless institutions working within this approach but also through scientific and theoretical advancements, including the development of neuroscience, such as neurodidactics. Therefore, we closely follow the current state of knowledge regarding the processes of learning and optimal conditions for children’s development and incorporate it into our planning.
We primarily focus on providing children with a sense of security because it is the foundation for all their other activities, effective learning, and development.
We emphasize gradual and unhurried adaptation, working closely with parents to gently introduce young children to preschool activities and customs. There is no violence in any stage of our adaptation process.
We create an enriching environment that supports children’s development during this incredibly important and sensitive period of their growth. It stimulates their curiosity, creativity, and cultivates good taste.
We believe that the main advantage of being in a diverse age group of children and in the company of adults who are sensitive to children’s needs is the gradual development of trust in the world, understanding one’s place in it, becoming familiar with diversity, and strengthening belief in their social competences.
We have experience in dealing with sensitive children (tactile, auditory, emotional, social) and create optimal conditions for them to benefit from their uniqueness for themselves and others.
We avoid fostering competition, encourage cooperation, and the development of individuality without the constant need for comparison and rushing.
Following the Western example, we want rankings and constant competition – noted Prof. Gruszczyk-Kolczyńska. – Yet, a race does not favor a child’s development. I have seen many children who seemed academically weak and then suddenly transformed from “caterpillars” into “butterflies.” We cannot predict when this will happen. Some children require waiting, patience, and skillful support in their development. The logic of a race does not serve such an approach.
We employ the method of immersion in the English language. Polish teachers and an English native speaker, whose friendly presence encourages children to communicate in the only way available to them, interact with children daily. We know from experience that it is an effective, enjoyable, and natural method of early familiarization with a foreign language that leads to fluent use of both languages over several years.
We believe in learning through experience rather than academic lectures. We strive to provide children with as many opportunities as possible to independently discover the truths of this world, without preconceived outcomes, and without discouraging them from trying unconventional solutions.
Our brains are not designed to memorize information from the outside, but to process it, extract general rules from it, and solve problems using them
(Marzena Żylińska, Neurodydaktyka Nauczanie i uczenie się przyjazne mózgowi)
Curiosity about the world and a love for acquiring knowledge are a child’s capital that we strive not to waste but multiply for their own benefit and the world they will co-create.
Due to the above, we allow ourselves to get dirty and wet during work and play (changing clothes and waterproof aprons are necessary!).
A child with us is an active subject of the learning process, not a passive recipient of knowledge transmitted by authority figures. We prioritize understanding over memorization and experiencing over repetition.
We do not employ force, isolation, or humiliation as “educational” means to enforce obedience to the stronger party (punitive chairs, behavior charts, stickers, or stamps, etc.).
We strive to nurture children’s innate curiosity about the world and their desire to learn. They will not learn from us that acquiring new knowledge can be difficult and arduous; instead, they will remember that it is an adventure and a pleasure.
We encourage internal motivation to explore the world and self-improvement – we avoid evaluation and comparison as tools of manipulation.
For: “Motivation is derived from cognitive curiosity. By not appreciating one, we automatically destroy the other.”
and “No one has grown from measuring, but many have lost motivation.”
(Marzena Żylińska, Neurodydaktyka Nauczanie i uczenie się przyjazne mózgowi)
We teach children to name and express emotions, empathy, and help them resolve conflicts within the group. A psychologist working in the field of NVC (Nonviolent Communication) and attachment parenting is permanently present, accompanying children and adults on a daily basis.
Despite being located in an urban area, we strive to provide children with as much contact with nature and outdoor activities as possible.
We show them firsthand what it means to care for pets and the different needs they have.
We place a strong emphasis on manual work and physical activities as the most natural and effective means of supporting the child’s comprehensive development.
We believe that for a healthy and balanced development, a child primarily needs healthy food, adequate sleep, and physical activity. Therefore, we provide a balanced menu, constant access to fresh water, time for rest and vigorous play.
In accordance with contemporary knowledge about children’s needs, we create optimal conditions for work and focus: a calm interior decorated with natural materials, without excessive distracting decorations or aggressive and tacky ornaments. We give children the opportunity to co-create and take care of their preschool environment so that they feel at home and safe.
Children with developmental difficulties or disabilities have friendly conditions and the support of a team of specialists guaranteeing therapy in every area that requires it (SI therapist, speech therapist, psychologist, special education teacher).