Saturday 11 de July de 2020
Jardin proyecto

Pedagogical Proposal

Amapola has a highly trained and constantly updated teaching team which is coordinated by its Pedagogical Directors at the different levels and areas.

The criteria for learning, teaching contents, working methods and guidelines for living together are key aspects of ongoing reflection.

Our training sessions are a time to study, to think, to learn, to share, to take part in the social, cultural, technological, scientific world. They are a forum for discussion and update not only about the subjects of study being taught, but also about the different learning abilities of the students.


The social and natural environment

“Why does ice when it melts, turn into water? Do ants have strong muscles to lift leaves?” – Kindergarten kids.

Understanding the environment, especially “the knowing” at the preschool stage, neither is an excuse for learning other abilities nor getting the training for upcoming schooling stages. Kindergarten kids have the right to learn the strategies to turn the environment into an object of knowledge. Then, the teacher’s task is to provide reading keys to interpret the environment.

The environment raises many questions. Constantly, children, in their interaction with reality, seek for answers that let them understand the world around them. Their day-to-day social practice and the information they receive start shaping a body of knowledge to be confronted, enriched and deepened at school. Preschool stage offers them certain distance: turn those everyday experiences into an object of knowledge, establishing new meanings, questioning their ideas. (Ministry of Culture and Education, Argentina, 1995).


Physical Education

“Playing is for children one of the most serious “tasks” of their life” – Doc. Curricular. SEGCBA

The ‘games’ approach is the means to teach Physical Education in Kindergarten. In the early stages, K2 and K3, game proposals have extensive teacher participation as a figure to emulate. Then, in K4 and K5 the first rules are introduced together with the recognition of working in groups.

4 and 5 year old children go to the Sports Field once a week together with their teachers and Gym teacher. They do different activities in a safe, inviting space while improving the learning outcomes.

We promote an active participation of boys and girls during the classes to help them build their motor skills. This ability is acquired through multiple everyday experiences and those planned by the teachers with educational purpose in mind to gradually foster autonomy. Achieving motor skills competence implies self-confidence. It lets the children the so much needed “I can”. To succeed in it, children need to be reaffirmed in their achievements by their teachers while respecting their individual times.



Since children are 4, they have a computer in their classroom to go over to play with. These computers host a lot of educational software that contributes to the development of their creative and intellectual abilities.



The main objective of Amapola English Department is to teach the second language so that children can communicate orally in meaningful situations. The challenge we propose to take on is that of bringing the children closer to English primarily through games. We approach learning through songs, plays, puppets and individual and group games. We also believe that those spaces where the children forge bonds on a daily basis, such as the school cafeteria or the playground, among others, are central to the effectiveness of learning. It is there where they discover they can “use” English in everyday situations, either to ask for something or play. Children find out that English is not just a subject to be learnt, but a useful and enjoyable tool.



“Books are the magic carpets of imagination”. – Jorge Luis Borges

In Kindergarten we intend to stimulate children to appreciate Literature. It is therefore imperative to choose authentic literature and help them connect naturally with it.

As children go through the different Kindergarten stages, literary proposals become more complex. Initially, stories have a well known main character. Animals are often the protagonists in the first stories.

Gradually the plots get longer and more complex, demanding greater concentration from the audience. When in K4, there will be wonderful fairy and wizard tales from a fantasy world where anything is possible.
When in K5, humor, novels and more complex tales are the favorite ones.

Poetry also plays an important role in the literary universe. This form of literary art, as a divergent language which gives the possibility to explore sounds and rhythms, and uses conventions to suggest differential interpretation to words, or to evoke emotive responses, allows children to handle words in a different way. Poetry will encourage children to discover new sensations and it will create a space to trigger their imagination and creativity.

“The Reading Workshop” takes place on a weekly basis in Amapola.

It is a time when the classroom is set up in a special way to promote the reading experience. It is about choosing and looking or “reading”, alone or with a peer. Finally, all together choose “that” book or poem for the teacher to read.



“In the middle of difficulty lies opportunity”. ― Albert Einstein

Children learn Mathematics content knowledge through countless everyday situations and through play, such as giving out materials, counting how many kids attend the class or check out the calendar for future events. While these situations that arise spontaneously, differ in part from those specifically planned contents of the area, they still constitute important moments to argue and reach agreements. During those moments we state that solving a problem implies that children suggest and try a path, see what happens on its way, figure out how to leave it if it is wrong and learn to create a new one if necessary.



En el jardín la música y las canciones son compañeras infaltables. A través de ellas nos comunicamos para expresar estados de ánimo, sentimientos e impresiones. Las canciones que vienen de la voz de la maestra y de los propios chicos, van recreándose de muchas maneras distintas y se enriquecen con la ejecución de instrumentos, la exploración de sonidos y la creación de nuevos códigos musicales.

El interés está en lo expresivo, en capturar su sensibilidad y los resultados son imprevisibles y altamente variados según los grupos que los protagonicen.



“El arte no entra en el niño, sale de él”. – A. Stern

La expresión plástica permite a los chicos estimular su creatividad, comunicarse a través de la escritura, modelar y dibujar. Cuando los vemos tomar un fibrón o un marcador grueso comprobamos que están haciendo mucho más que un trazo, están desplegando su necesidad de explorar, de investigar y descubrir. Los primeros “garabatos” adquieren una importancia fundamental para aprendizajes futuros. Ellos marcan el comienzo de la expresión que más tarde va a conducir al dibujo, la pintura y la palabra escrita y en este sentido, a la posibilidad de comunicarnos de una manera particular con los otros.



Motivar en los chicos toda esa libertad que los acompaña y toda esa inventiva que les es natural es nuestra tarea como educadores. De esta manera respetamos su infancia y fortalecemos el vínculo con ese “amigo” invisible que es la creatividad.