Grados

Kinder SEP N° P88896

For the kindergarten Thomas Jefferson the child is conceptualized as a holistic and integrated being. This means that besides the academic excellence, we know that the emotional and social intelligence are also very important for the optimal development of the child, as well as for his/her quality of life and system of values. All of this takes place inside a setting of technological and contemporary actualizations with a vision focused in the future in order to attain happy and successful children.Based on the above, we have developed a series of programs that cover the stimulation of every important area for the development of the child including sensory, motor, visual, hearing, kinesthetic, emotional, social, health, and academic. These programs are applied in the child’s school and family setting.In the area of Attention Centers, the children decide in which of the different areas they want to work: board games, reading and writing, science, blocks, computers, sand or costumes. They also can choose the project they are going to work in.

We are aware that each child has unique and special needs. Therefore, we have created and adapted specific programs for each grade in the different areas of development. We also have a series of individual programs with the purpose of solving any difficulties that may present at home whether it is both, physical or emotional; for example motor coordination, fear management, sleep disorders, visual and motor stimulation, articulation, language, behavior modification, attention disorders, etc.
Our evaluation system is based on observation and multiple intelligences rather than grading, since we do not quantify the children’s knowledge. Instead, we observe the child and evaluate if he has acquired or is in the process of learning a particular ability.

I n the multi-sensory and motor areas, we pretend to improve the capacity of concept assimilation, to reduce impulsivity, to improve skills, visual and motor coordination, attention, to acquire the ability to process information that is perceived through the senses, to develop a body concept and cognitive abilities through the neuro-motor area.

These programs allow the child to identify his own feelings and those of others, to learn how to handle them, to learn the steps for problem solving, to value the importance of individual differences, to learn to speak in front of a group of people, to strengthen his self concept and self image, to generate multiple alternatives within social interactions, to anticipate consequences, and generate a system of self monitoring and self control for negative behavior.

The health area’s primary goal is to generate child’s awareness about preventing accidents and avoiding addictions, as well as avoiding being victims of social pressure. We also do an annual evaluation to achieve an early and opportune detection of visual and hearing difficulties that could interfere in the child’s learning.

In our constant vision towards the future, we care for our child to control modern equipment and concepts because they are fundamental tools in his future professional life. In addition, we promote the use of technology as a way of learning because it constitutes a primordial tool in his school and professional life such as robot programming, the use of video conferences, and the use of computers inside the classroom.

In this area the children explore their preferences, learn to plan ahead, to become responsible of their own work, to share material, to work in teams and to clean the work area.

If parents have a positive outlook of life, they will be able to transmit to their children effective methods to overcome stress, problems and manage emotions that their own kids can copy and repeat to achieve a healthy family environment.