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.

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.

A 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.

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 relationship to knowledge that is incentive and appropriative allowing the expression and sharing of views of each of the protagonists of the educational reality.

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. 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.

EDUCATIONAL RESEARCH AND CONTINUING EDUCATION as tools supporting the development of the quality of reception of children in families and communities.
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 …