Welcome Message 

Carlota Oliveira | Head of Preschool


Throughout early childhood, the environments in which children live and learn, as well as the quality of their relationships with adults, have a significant impact on their development. Because this is a period of great neuronal plasticity and the child is more susceptible to external influences, early experiences will influence their brain and global development and, consequently, the nature and extent of their adult capacities.    

In Kindergarten, we develop our action by bringing together the various pedagogical orientations, leading the child to a harmonious physical, cognitive, social, linguistic and emotional development. This development is achieved by promoting active learning experiences with educational intent, through the senses, social interaction, research and experimentation, questioning and exploration, all whilst valuing and respecting the individual characteristics of each child, as well as their interests and needs.

In Nursery School, all daily activities are organised and planned to respond to the needs of the child, from the most basic ones, such as sleep, food, hygiene and safety, to other needs including active search for stimulation and social interaction, which is assumed as a source of cognitive, affective, social and moral development. This organisation of activities will promote the full development of all the child's potential and skills, in an environment that is not only safe and rich in experiences, but also in affection, positive and responsive interactions.

In Kindergarten and Nursery School, inside and outside our classrooms, we create extremely fertile educational environments, which invite and stimulate children to play, imagine, fantasise, create and express their feelings and emotions. With different stimuli, children discover themselves and the world around them, through stories, art, music, games and role-plays, while developing emergent literacy and numeracy skills.

The teaching of English starts in Nursery, promoting the linguistic development of this language. The daily presence of the English teacher in the classroom means that most of the students' learning takes place in a bilingual context.

The relationship between the family and the school is privileged at this stage, as the involvement of parents in their children's school education is as much a right as it is a responsibility and a value. Parents are, in their essence, the greatest and most valuable resource that educators have for ensuring coherent educational action and a good level of quality in the integral formation of the child.

Carlota Oliveira