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Infant Education (2-6 year-olds)

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La tardor a Infantil La tardor a Infantil

Infant School, for 2 to 6 year-olds, is organized into four courses: EI 2, EI 3, EI 4 & EI 5. This stage of education has its own particular identity as it is where infants structure and integrate social, cognitive, emotional, creative, moral and kinetic aspects. With these objectives in mind we employ a global learning approach whilst paying particular attention to discovery, experimentation and, naturally, repetition.

The founder of Patmos School, Emili Teixidor, always said that teaching is basically "patience and repetition". We base the learning process on play,We learn by playing and we play to learn. Through play infants build up relationships, use their imagination, make sense of the world around them and express themselves freelywhich is a very enriching tool with enormous teaching potential. It is not only a powerful instrument of socialization and moral development but also a tool for expression and emotional self-control. We learn by playing and we play to learn. Through play, infants build up relationships, use their imagination, make sense of the world around them and express themselves freely.

Infancy is the stage in life when we find the greatest diversity in the maturing process due to the age of the pupils. This is one of the reasons why the school has set up a special needs commission (CAD) made up by a team of teachers and the team of child psychologists. Together they form the Special Needs & Counselling Team. This team, which is in constant contact with all of the teachers of each section of the school, work together with the children to attend to their different learning rhythms by way of reduced groups, split classes, and, if required, individual attention. The aim of this is to closely monitor the development of each and every child.

Upon entering the school, the infant encounters a warm and friendly atmosphere and feels wanted and accompanied by the teachers. This allows them to establish an affective bond necessary for any relationship and will be the basis for future learning and changes within the stages. There is an education in values and emotions behind all of the teaching that the infant experiencesAt the same time, the child encounters structured and organized surroundings depending on behavioural patterns that certain procedures require. These habits and routines give a sense of security to the infants and encourage them to be more self-reliant and take on more personal initiative.

There is an education in values and emotions behind all of the teaching that the infant experiences. Based on this scenario, we work on numerous aspects that the child's character slowly incorporates throughout the process of becoming an individual, for example, to learn how to be oneself, to learn how to do things and to learn to live together in harmony.

During the stage of infant school, language takes on enormous importance as it is at these ages when it develops most and becomes structured. Language is essential for the building of knowledge and this is why we teach them to speak and structure their thinking on an individual and collective basis. With this goal in mind, we work exhaustively on phonological awareness which serves as the foundation for the development of consciousness and communicative skills. Two recurring and essential practices during these years are, on the one hand, reading and nurturing reading habits, and on the other, the necessary manual dexterity to develop writing skills.

During this stage it is noticeable that when working on class projects or assignments, the connection between the different subjectWe teach them to speak and structure their thinking on an individual and collective basis areas helps their character to develop as a whole and to understand the world that surrounds them. This type of work allows infants to acquire the procedures to be used when working in a group, where they have to search for, select, understand, compare and assimilate information, and in short, convert it into structured knowledge.

We base mathematical learning on everyday contexts used as an instrument for acquiring knowledge and analysis of real-life situations, reasoning and interpretation of the world they will live in.

Infant school is where pupils have their first contact with the English language through Splash into English, at the age of 3, and daily classes of language showers from 4 to 5. Splash classes give them the opportunity to come into contact with the phonetics of a new language in a natural way while with Showers they get used to using another language for oral communication in a class environment.

We believe that the latest technology that has become available is a practical resource for assimilating many different learning processes but without forgetting that we are at a stage where there is a lot of hands-on experimentation and craftwork. To this end, the tools we work with are mainly interactive so as to help the children develop their creativity. This creative aspect is something that arts, music and PE also encourage and which helps to set the infant on the road to generating ideas.

A final element that deserves special mention is the setting the children are in during this educational stage. The infant school is inside the grounds of the Monastery of Pedralbes, in what was a large vegetable garden, which is located on the outskirts of the city and quite close to the Collserola nature reserve. This is an idyllic spot for observing the distinct facets of the human condition: nature, culture and harmony. In fact, it is an oasis from the hubbub of modern life.

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