PERSONALISED NATURAL METHOD

At ABC Go Nurseries we believe each child is a constantly evolving individual who learns by facing situations and cognitive challenges.

Our educational approach is “learning through projects”, based on what interests and motivates each child, respecting their individuality and boosting their creativity – a system truly adapted for their young age.

This flexible and evolutionary method makes the children the drivers of their own learning. We don’t rely on index cards or on one-size-fits-all assumptions. For us the children are our source of inspiration.

By listening to our students and observing their gestures and actions we can see what interests them most. This enables us to develop specific projects for each classroom. Projects consist of stimulating activities which focus on what interests each child, thus helping children learn both educational contents and human and social values.

TRULY BILINGUAL

At ABC Go Nurseries we foster and develop the natural capacity for young children to learn languages within a friendly and fun atmosphere.

ENGLISH IS THE LANGUAGE USED IN THE CENTRE

Since in general children will learn to speak Spanish at home with their families. By fully immersing children in English at the school, learning another language should not involve any significant effort, thus achieving a balance between the two languages.

ALL OUR TEACHERS AND ASSISTANTS ARE BILINGUAL OR NATIVE SPEAKERS

We don’t limit teaching English to specific classes – English is spoken in all our classrooms, hence the use of English is not one more activity.

ENGLISH IS THE NATURAL WAY TO COMMUNICATE WITHIN THE SCHOOL

The Spanish language is only used in specific circumstances.

FOR BABIES THE IMMERSION IN ENGLISH STARTS STRAIGHT AWAY

For young children not used to a second language the introduction to English is done more gradually, balancing their own language skills with the language skills of the group as a whole. However, the adaptation period is usually very short as children in this exceptional age group can usually pick up English as easily as learning their own mother tongue.

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OBJECTIVES

Our teaching methods comply with requirements set out by the Community of Madrid. Our objectives are to develop the educational needs of each child in a globalised, bilingual way. This is includes pre-reading, pre-math, pre-writing and of course an English-Spanish bilingualism – giving children the complete confidence to speak in both languages.

We develop their emotional intelligence, and improve their ability to focus and concentrate through the practice of mindfulness.

These objectives are complemented by the additional values of our team – the development of autonomy, socialization skills, respect for diversity and equality, all making respect and coexistence a key focus of our centre.

OUR METHODOLOGY LEARNING THROUGH PROJECTS

The methodology “learning through projects” is a real learning process where the goal is not the acquisition of knowledge but to learn in an autonomous manner through actions and play. This method is based on each child’s interests, experiences and previous knowledge, allowing them to choose, think, feel, interact… in short to be in control of their own learning process. The teacher simply acts as a learning guide.

In the baby classroom children will have minimal participation when choosing the topic of a project, but the participation increases for children in the 2 to 3 year-old classroom. Teachers choose the theme of the project based on observation and assessment of the group.

Projects are set out at the beginning of a three-month average period, although the actual duration depends on its evolution within the group. The methodology is as follows:

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1 PHASE:

STUDY AND OBSERVATION

Study and observation.

This consists of an observation period where the teaching team studies what interests and motivates the children in each classroom.

2 PHASE:

DESIGN OF THE PROJECT

Once the project theme has been chosen, a plan is prepared and a meeting is held with parents. At this meeting it is explained what the project consists of and how to enhance its benefits in collaboration with the families.

3 PHASE:

IMPLEMENTATION

The project activities are developed to continue motivating the children, respecting their individual characters and reflecting their diversity – providing opportunities for all children equally, whatever their development level.

4 PHASE:

EVALUATION

By continuous evaluation throughout the project, teachers can adapt, change and adjust the proposed work, materials, spaces, etc.
To suit the individual differences observed in each child and in each group.

The project covers all daily activities such as meals, shower, nap time etc. and boosts self-confidence and safety in this first period of infant education.