Also known as early childhood, it is the only moment throughout an individual’s life in which such rapid and dynamic development is witnessed at the most diverse levels. The child goes from a state of absolute dependence to an individual with language, thought and will of their own. Part of their personality is developed at this stage, which is why it is so important to provide a rich, stimulating and safe environment where the child feels loved and accepted by everyone, in order to develop harmoniously.

Every day, we try to base our educational activities on principles, objectives and strategies specific to the age group from 4 to 36 months. Our commitment to children and families is based on several pillars. We seek for children to develop to their fullest, holistically, in a process in which we are all responsible. The child learns to know how to be, to know how to do and to know how to be.

To better understand what happens to children over these three years, we felt it was important to include in this educational project, albeit in a succinct and linear way, as not all children develop at the same pace or order, a summary picture of all child development. 

The objectives of the daycare center are:

• Respect and value the development of each child;
• Promote active learning, in which the child is the main agent in their learning process;
• Develop activities that value children’s creativity and promote their free spontaneity;
• Promote a safe, welcoming and flexible environment, in order to facilitate each child’s adaptation to daycare;
• Establish an appropriate routine for children, always respecting their interests and needs;
• Provide moments in the daily routine that encourage the acquisition of autonomy and self-esteem, as well as occasions that allow the child to assert themselves and feel like they belong to a group; Provide essential values ​​for living in society such as Respect and Sharing;
• Encourage the child’s socialization with their peers and with the adults who provide daily care to them;
• Regularly observe and evaluate the entire educational process and communicate it to those in charge of education in a direct and clear way, both through constant dialogue and development reports written quarterly by the kindergarten teachers in each classroom;
• Promote a close connection with families, both through formal and informal contacts

In this age group, children begin to develop some basic aspects of responsibility and independence in order to prepare the child for the initial years of school. At this stage children are extremely active and are constantly exploring the world around them.

Physical growth becomes less accelerated, but the evolution of motor skills is noticeable.

1. Promote the child’s personal and social development based on democratic life experiences from a citizenship education perspective;
2. Encourage the child’s inclusion in diverse social groups, respecting the plurality of cultures, encouraging a progressive awareness of their role as a member of society;
3. Contribute to equal opportunities in access to school and successful learning;
4. Stimulate the global development of each child, respecting their individual characteristics, instilling behaviors that promote meaningful and diverse learning;
5. Develop expression and communication through the use of multiple languages ​​as means of relationship, information, aesthetic awareness and understanding of the world;
6. Awaken curiosity and critical thinking;
7. Provide each child with conditions of well-being and safety, particularly in the context of individual and collective health;
8. Carry out screening for inadaptations, deficiencies and precociousness, promoting better guidance and guidance for the child;
9. Encourage family participation in the educational process and establish effective collaborative relationships with the community.

A child’s entry into MIGUEL CHILD CARE is generally their first experience of life in a group and separate from their parents, requiring an adaptation process that will vary from child to child. In this context, the child’s time at school should progressively increase according to the rhythm and reactions of each child and in close collaboration with the professional team.

As an adaptation model proposed for Children, Mimarte proposes:

• 1st Day – 1/2 hour, with the presence of one of the Parents in the room.
• 2nd Day – 2 / 3 hours, without the presence of Parents.
• 3rd Day – 4/5 hours, with a meal.
• 4th Day – 5/6 hours, having a meal and a nap.
• 5th Day – 7/8 hours, carrying out the normal routine.