SECTOR OF PSYCHOMOTIC DEVELOPMENT
This area of development is related to the child's ability to perceive the world around him, his spatio-temporal orientation, the concept of rhythm and mobility in combination with the knowledge of his body, the control and coordination of movements of.
Its importance lies in the fact that it offers the child liberation, relaxation, dexterity and self-perception as a point of reference in the space around him.
Through properly designed and targeted psychomotor development activities, the cultivation of self-confidence and the stimulation of self-esteem are attempted, with the main aim of ensuring the mental stability and balance of children. This process of empowering the child contributes decisively to his smooth learning development.
AESTHETIC DEVELOPMENT AREA
Art is an important part of our lives, as engaging in its various forms offers us many opportunities for creative thinking, personal expression - communication and emotional awakening.
With the activities implemented in this context, we seek to activate the physical abilities of children, to activate their imagination, to cultivate their creativity, while encouraging expression and experimentation with a variety of materials and techniques. At the same time, they develop an interest in artistic creation and enhance the desire to participate in artistic activities.
Through dance, dramatic art, puppetry, art, music, children develop their aesthetic perception, express and discover deep mental and spiritual thoughts and concerns, while interacting creatively with others.
>
SECTOR OF SOCIAL-EMOTIONAL-ETHICAL DEVELOPMENT
This area of development involves cultivating all of these factors related to the child's perception of the environment around him (natural, man-made) and the rules that govern social behavior, shaping interpersonal relationships with others.
Basic goals are the child's understanding of the environment, building relationships, coexisting with others, accepting and respecting diversity, resolving conflicts, recognizing and managing emotions, strengthening social skills, socializing , the adoption of positive attitudes and values of life, as well as the strengthening of the moral perception of children.
Through this social process children acquire better self-perception and self-image, learn to cooperate and develop their empathy, apply rules, control and determine their behavior, distinguishing right and wrong, acceptable and not acceptable.
The contribution of the family environment is crucial for the most effective education around the child's emotional and social development.
SECTOR OF MENTAL-COGNITIVE DEVELOPMENT
The field of cognitive development concerns all the cognitive and mental processes that take place, in the various stages of the child's development, during the process of acquiring knowledge. It focuses on the way in which children perceive and interpret the faces, things and situations around them, through processes of observation, correlation, analysis and synthesis of their characteristics.
In a learning environment rich in stimuli, children interact, gain new experiences and achieve the gradual construction of knowledge. Our great effort in this field is for the child to approach knowledge, not through the barren reproduction and transmission of information, but to explore, to search, to discover on his own in the space he is in, utilizing the stimuli around him.
Language development
Through our school curricula, emphasis is placed on language development and the cultivation of mathematical thinking.
More specifically, through a variety of activities, the aim is to improve children's oral speech, to understand the relationship between oral and written speech, as well as the gradual decoding and acquisition of written speech. The cultivation of fine motor skills is an important parameter of this process, as it is the basis for facilitating the written display and reproduction of symbols.
Development of mathematical thinking
Through selected and interesting activities implemented in the educational programs of our departments, children are given opportunities to detect and apply mathematics in their daily lives, to approach and understand basic mathematical concepts, to perform simple mathematical operations, to process quantities, relationships, shapes, numbers, to understand spatio-temporal relationships, to ponder and discover possible solutions.
In this way, children are encouraged for their perceptual acquisitions and with the appropriate manipulations they can organize and utilize them, thus laying the foundations of their mathematical thinking.
