The pedagogical project

 

A pedagogical project is a set of ideas and strong values on which we rely to define ways of being, doing and to become at one with the child in the place where it is received.

It is a unifying conceptual framework that supports membership in certain values and allows to determination of landmarks and pedagogical practices that define identity and how he/she is specifically welcomed into the host structure that elaborates it.

This is not a theoretical document to apply rigidly but rather a kind of “base” that allows action, reflection and research since it can be questioned, thought about, evaluated and readapted according to the needs of children.

 

The educational project of ESEDRA aims to:

  • promote the psycho-physical well-being of the child
  • ssupport his/her enormous potential
  • contribute to the development of the latter through a reflected and adapted implementation
  • include parents in the life of the nursery and support their desire to participate in the joint construction of the educational reality

 

The values that ESEDRA considers its core values and that support professional practices in nurseries are:

The importance of THE IMAGE WE HAVE OF THE CHILD. We have a picture of a rich child, powerful, competent, curious, capable of surprise, wonder, questioning, a “researcher” child, a child capable of strong and meaningful relationships, a child able to position itself as actor and to build the educational reality negotiating with the adults around him.

 

bunte Kinderhände vor SchultafelA child who builds his/her understanding of him/herself, of others and of the world through emotions, and who has the right to be respected as a human being, living these emotions in the rhytm of learning to manage them.
The importance of a QUALITY RELATIONSHIP. It is through strong and meaningful relationships that the child finds in him/herself and develops the desire and pleasure to do, to question, to learn, to give, to receive, to choose, to invest in … to love, to simply be. Meet the child where he/she is … unique in terms of his/her history, his/her culture and support him/her in his/her exploration of possibilities of life.
A relationship in which the professional has the ability to recognize and accommodate emotions, questions, the child’s interests without prejudice, without fear even when the child approaches the existential questions of every human being in the making.

 

ROOMS LAYOUT and the choice of games / toys offered to children, support curiosity and openness to the world of the child as much as the opportunity to live strong and meaningful relationships with people as well as with the environment.

It is through the senses that the child meets the world. With its sensitivity, emotions, feelings, his/her intelligence, his/her body … that he/she takes his/her place in it, he/she acts, invents ways of being, doing, or approach and adapts to those that exist. The environment that we offer to the child must therefore be rich and live up to its potential. We consider the environment as the third “educator” of the child, the first two being the child him/herself and adults supporting his/her development.

This spatial planning is linked to an ORGANISATION OF THE LIFE OF CHILDREN that allows experience explorations times and structured or autonomous activities, moments of “routine” (meals, rest, hygiene) in which the quality of the relationship remains a priority. A life organization of children that allows the real and profound attention of every child, recognized as an individual and unique person, while maintaining attention to the management and quality of welcome of the group of children. An organization of children’s life that gives way to the sharing of different points of view, negotiation, the joint construction of the educational reality.

 

A relationship to knowledge that is incentive and appropriative allowing the expression and sharing of views of each of the protagonists of the educational reality. A report on knowledge in which the quality of the means of attaining a result with the children is more important than the result, allowing each child to progress at their own rhythm, in the value of what he/she puts in priority at some point of his/her evolutionary process, not based on established criteria by the adult.

A relationship to know where the saying “if you give a man fish, he eats for a day, if you teach him to fish, he will eat every day” is our reality. We want to teach children to fish … but also to develop the professionalism of those who care for children that same relationship to knowledge leading to the production of knowledge rather than reproducing existing knowledge.

 

PARENTAL INVOLVEMENT AND SUPPORT OF THE CONCEPT OF MULTICULTURALISM
Aware of the richness of their educational contribution and their right to be informed, listened to and supported in parenting, parents’ participation is for us, of fundamental importance. The quality of relationships between parents, children and professionals allows everyone to live the welcome environment as a positive place to live and in which the child can not only grow up in serenity but also to develop the full potential he/she has. This family involvement also supports, through the links we invite to do between nursery and the family, multiculturalism we see as an invaluable resource to explore and share in nurseries.

 

Nahaufnahme SpielzeugEDUCATIONAL RESEARCH AND CONTINUING EDUCATION as tools supporting the development of the quality of reception of children in families and communities.
We do not imagine the welcome of children in a community without moments of “retreat” from the daily routine without questioning in relation to practices in place, and therefore without the continuing education of professionals around him/her.
We recognize in children, researcher’s abilities and give them the right to develop creativity, imagination, questioning skills … abilities also recognized as indispensable in a world in search of solutions for large issues in the 21st century …

To support the child in this research journey, the professional opens him/herself to research and this at two levels: brought by the content, interest, children’s issues; and the other brought by the process developed by children to meet the world. This second level brings the need for research on optimal conditions for a quality nursery and the development of their potential.