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PEDAGOGICAL LINE In Early Childhood Education

The second cycle of early childhood education aims at the global development of children's abilities during the first years of life , seeking to arouse interest in learning, to ask questions about the world around them, and that get started in their ability to relate, communicate and learn together.

Therefore, the stage of early childhood education is not a preparatory phase for the future, but a stage with its own entity , made up equally of children and adults.

The arrival of students and the family at the center is a moment of great importance to begin to create a good atmosphere of trust and coordination, as the first and maximum training agent for children is the family.

The reception

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At the school we organize, with care and awareness, the reception of new students at the center. The first days  of course the students, divided into two shifts,  they will attend school for an hour and a half accompanied by a family member (parents, grandparents ...). Little by little, and with the support and accompaniment of the teachers, the relatives will leave the children alone in class, saying goodbye calmly, until they get to work all day in the morning.  

The start of the canteen and reception services takes place after these days of adaptation, and in order to facilitate the process, the monitors who will bring each group, will be with them during the adaptation and so the students get to know.  In order to facilitate their adaptation process to the dining room, p3 children eat in the classroom , a well-known space where they have toilets and sinks adapted to their size.


And as we firmly believe that the school must always be welcoming, this year a relaxed entrance with families has been launched, a space of time that is reserved in order to guarantee a quiet, respectful and welcoming entrance. for children and their families on the school day. The way to start the day is very important and, therefore, we want to create favorable conditions for learning from the beginning. This time is a time when the individuality and rhythm of each person are respected, but at the same time the relationship between equals and with adults is favored. This activity will take place throughout the year in the whole community of children


  In addition, the children are picked up at the door of the classroom every day, throughout the cycle, ensuring daily contact with the group tutor. In addition to this daily contact, each teacher has one hour a week of family care.

Let's go to school!

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We value the collaboration and involvement of all members of the educational community at the center and for this reason we program  different activities throughout the course such as making costumes, projects, parents meeting, accompaniment to different outings and activities, mothers and fathers class delegates ....


In addition to the relationship with the families we work caring for and enhancing relationships between peers and with the adults of the center, for this reason the school organizes at the beginning of the school year an outing for the whole school , to enjoy activities in the outdoors, relating and getting to know each other.

At school, every child, from 4th to 2nd grade, has a godfather with whom they will carry out various activities, such as telling stories, making a letter to the kings, making the Easter monkey, and when the children arrive. 3rd graders become godparents. In order to respect the adaptation and incorporation to the different routines and activities, it has been valued to leave the students of p3 outside this activity, although often the older students of the school go down to collaborate in different activities.


Intercycle camps are also held, the p5, 2nd and 4th courses spend three days sharing summer camp house, activities and outdoor moments.

The outings that take place in the cycle always have an educational purpose, that is, they complement the work done in the classroom and are programmed from the tutorials and the different specialties.

How do we work?

El jugar con los Partidos
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In the day to day in the classroom we believe it is vital to enhance the  game as an activity necessary for their integral development (intellectual, psychomotor, sensory, social and emotional), as it allows them  learn and grow through experience, in a natural and playful way.  

And to take advantage of this potential of the game as a learning tool from the cycle we offer our students corners of intercycle play, that is, spaces, materials and thinking moments to make the most of this potential, both indoors and outdoors. part.

The student must be the real protagonist of their learning , so the team of teachers is constantly training, seeking to offer students enriching and motivating experiences.

Each class group works together with their tutor, concepts and knowledge that require it, always starting from the work of oral expression and habits and routines, manipulation and experiential learning . We convey the introduction to literacy and the consolidation of mathematical concepts. The process of initiation to reading and writing in p3 with the identification of one's own name and that of classmates, and continues until the achievement of reading and the production of small texts according to the needs and pace of each student.

In early childhood education we have specialist teachers of psychomotor skills, music and English from p3.


We take advantage of the opportunities offered by the environment participating in projects such as going to the pool,  the most sustainable wrapper and school garden, which students work on throughout the course.


We also enjoy and celebrate the festivities that our culture and environment offers us, with the Christmas concert open to families, the Carnival parade in the street, Lent, Easter,  St. George's Day and the floral games, and finally the end-of-year party in the school yard.

El astronauta de natación


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In the small community, work has begun two afternoons a week with  learning environments , spaces designed for children of different ages to play and experiment together from materials that arouse their curiosity and lead them to fully enjoy their natural instinct for discovery. Behind each space there are curricular contents that the child has to build from the game, the relationship with peers and the support of the adult. Work by environments allows each student to experiment according to their abilities and pace of learning, enhancing all intelligences.

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