Childish Education

This first educational stage is decisive to promote the correct intellectual, motor, social and affective development of the students, through educational experiences that stimulate learning and the acquisition of new skills

Childish Education

Early Childhood Education comprises two cycles of three years each:

  • First cycle till three years.
  • Second cycle from three to six years of age.

This first educational stage is decisive to promote the correct intellectual, motor, social and affective development of the students, through educational experiences that stimulate learning and the acquisition of new skills.

Do not wait for it to be bigger


First cycle

  • Identify and express their basic health and well-being needs, play and relationship, and autonomously solve some of them through basic strategies and attitudes of care, food and hygiene.
  • Discovering, knowing and progressively controlling your own body, its basic elements, its characteristics, valuing its possibilities and limitations, to act in an increasingly autonomous way in habitual activities.
  • Interact with adults and other children, perceiving and accepting the different emotions and feelings that are addressed to them, expressing theirs, and developing attitudes of interest and help.
  • Observing and actively exploring their immediate environment and the elements that make it up and, with the help of the adult, to develop their perception of that environment, and attributing some significance to it.
  • Gradually regulate their behavior in the game proposals, routines and other activities presented by the adult, enjoying them and using them to channel their interests, knowledge, feelings and emotions.
  • Coordinate your action with the actions of others, discovering little by little that others have their own identity, their belongings and relationships, and accepting them.
  • Understand the oral messages that in the habitual contexts are directed to him, learning progressively to regulate his behavior in function of them.
  • Communicate with others using oral and body language to express their feelings, wishes and experiences, and to influence the behavior of others.
  • Discover different forms of communication and representation, using their most basic techniques and resources, and enjoy them.

Second cycle

  • Discovering, knowing and progressively controlling your own body, forming a positive image of yourself, valuing your sexual identity, your abilities and limitations of action and expression, and acquiring basic habits of health and well-being.
  • Acting more and more autonomously in their usual activities, gradually acquiring affective and emotional security, and developing their self-confidence initiative skills.
  • Establish social relationships in a broader scope, learning to progressively articulate their own interests, points of view and contributions with others.
  • Establish fluid relationships with adults and their peers, responding to feelings of affection, respecting diversity and developing attitudes of help and collaboration.
  • Observe and explore the immediate environment with its attitude of curiosity and care, identifying the most significant characteristics and properties of the elements that make it up and any of the relationships established between them.
  • Know some cultural manifestations of their environment, showing attitudes of respect, interest and participation towards them.
  • Represent and evoke different aspects of reality, lived, known or imagined, and express them through the symbolic possibilities offered by the game and other forms of representation and expression.
  • Use oral language in a manner adjusted to the different situations of communication to understand and be understood by others, express their ideas, feelings, experiences and desires, advance in the construction of meanings, regulate their own behavior to influence the the rest.
  • Enrich and diversify their expressive possibilities through the use of resources and means at their reach, as well as appreciate different artistic manifestations of their age.



Our methodology revolves around our own programs of Early Stimulation, focused on each and every one of the learning areas. These programs are taught by specialists in Early Education, which guide the students' learning towards the full development of their abilities, in an emotional and playful environment, and applied in short periods of time.

Our results show children safer, more curious and awake, more intelligent and, ultimately, happier children.


Emotional Intelligence Program through Assemblies

The ability to recognize one's own feelings and those of others is the fundamental basis for developing successfully in today's society. Through activities of self-knowledge, autonomy, self-esteem, communication, conflict resolution, etc. We develop in the child qualities of kindness, respect, control of emotions and ability to solve problems. To develop these skills we will use activities such as colloquiums in assemblies, stories, songs, poetry and various games.

Encyclopedic Knowledge Program

It consists in presenting to the children bits of intelligence or pictures with images of categories or themes, enunciating the name and other information characteristic of each bit. These issues are related to nature and society, getting to establish a higher quality in neuronal connections, which occur, mostly, in the first six years of life, while they acquire information on science, art, music , culture, facilitating future learnings. These programs are based on the visual and auditory exposure of intelligence bits, as information units whose objective is to increase the capacity to retain information and lay the basis for the acquisition of solid knowledge. The bits that we apply stimulate the child's intelligence, increase his vocabulary, improve the attention capacity and develop his memory.

Mathematical Knowledge Program

If we take advantage of the neurological capacity acquired in the first six years of life, we will facilitate the development of mathematical ability, which we need to master to develop in life, speeding up mental calculation. For this we show intelligence bits of numbers, quantities, additions, subtractions, geometric shapes and basic concepts.

Writing Program

Our writing method starts from activities prior to the realization of the marked line, starting from the realization of the same with the body itself to finally pass to the paper, acquiring a correct writing and directionality.

English Language Program

We try to take advantage of this sensitive period for learning languages, when a language is more easily assimilated and enjoyed, offering children the possibility of establishing simple communications in English.

Musical Auditions Program

The development of intellectual capacity is closely related to auditory development. The musical auditions of composers such as Mozart, Vivaldi, Beethoven or Haydn develop the auditory sense, facilitate the learning of other languages, favor the ability to listen, cultivate a taste for music and develop creativity.

Psychomotor Program

Psychomotricity helps the development of all areas of the brain, maximizing intelligence. It also fosters creativity and the expression of students' concerns and allows the acquisition of identity and autonomy. That is why we give great importance to the daily performance of psychomotor exercises, through basic exercises of general dynamic coordination such as crawling, drag, balance, jumping and running.