Early Childhood Education
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Early Childhood Education at be.Living
Warmth and affection are fundamental principles that shape all teaching practices in the Early Childhood Education cycle at be.Living. We recognize that strong emotional bonds are at the heart of early childhood learning, providing young children with the security they need to explore the world with curiosity and confidence. After all, this is often the stage when many children first engage with a broader world—beyond the references built with their families—learning to embrace diversity, develop empathy, and understand different ways of being and living.
We endeavor to present this world with care, lightness, and gentleness, respecting the pace and characteristics of each child, while offering them opportunities to broaden their perspectives and get to know new realities, stories, and cultures.
From early childhood onward, this process strengthens children’s identity and fosters a critical and reflective mindset, empowering children to make thoughtful and conscious choices. To achieve this, we rely on dedicated, skilled, and reflective educators who continuously deepen their knowledge to create a high-quality, sensitive, and engaging learning environment. This allows children, through meaningful experiences, to make sense of their discoveries and understand the social function of knowledge.
Daily life at school
Establishing a routine—be it daily or weekly—is very important for children’s lives. The school routine becomes a reference point for organization, helping to situate children in time. To this end, we use a series of rituals to help them understand that moving from one activity to another is not an arbitrary or ever-changing event but something they can predict and learn to manage.
Circle Time
Circle time takes place every day, and it’s a very important moment for our students. This is a place where they can work on their speaking and listening skills, as well as learn to express their opinions. The circle is also a way of organizing the group to share experiences, exchange information, discuss everyday situations, talk about their discoveries, and make cultural and literary suggestions.
Corners
A daily moment in which two or more activities are proposed at the same time for students to work on in small groups. The proposals are based on the different areas of knowledge. As they get older, students learn to make choices, be autonomous, and organize their time and space. Teachers use these moments to observe individual students in terms of socialization, stimulation, posture, and other aspects.
School Corners
Once a week, teachers set up “corners” in various areas of the school. Here, students can choose the activity they want to engage in, joining peers from different age groups to work on the same task.
Free Play Time
Daily free play time. It gives students the opportunity to choose their own toys and games, navigate rules of coexistence, handle frustrations, share and exchange experiences, develop autonomy and creativity, engage in conflicts with peers, and practice resolving them with adult support.
School at Play
At the end of each month, students from different age groups come together for School at Play. Organized by the Brazilian culture education team, this activity introduces a new theme each time through games and playful experiences, enriching students’ worldview with meaningful and impactful learning.
Project-based learning
We believe that learning happens when it is truly meaningful. That is why, at our school, each child is the protagonist of their learning process. We consider each of them as unique and intelligent individuals, capable of producing knowledge and culture.
Within this approach, projects are an important methodological tool used at our school. Through this process, students investigate the world around them, based on their own questions and those of others in the group.
Projects facilitate learning scenarios that, from the outset, necessitate a collective objective—or “final product.” This approach fosters students’ engagement with the social dynamics of a given topic while simultaneously developing essential life skills such as group collaboration, reflection, hypothesis formulation, and research.
Read more content about projects
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The environment as a teacher
At be.Living, we view every area of the school as an educational environment within the Early Childhood Education program.
Whether in the classroom, in the studio, in the park, on the playground or under the shade of our beloved ipê tree, the school is a place where children can play, investigate, learn, explore the possibilities of living in the world, and build connections with others.
In these spaces, teachers use a variety of techniques to facilitate meaningful learning experiences for students. These techniques encourage students to build perspectives, engage in play, and explore the world in a way that challenges them daily.
Extracurricular activities
Movement and the arts are integral to the be.Living curriculum and are regularly incorporated into daily activities. However, as children grow, they begin to show interest in more specific areas. To nurture these interests, we offer a variety of extracurricular activities, allowing students to express themselves and develop their skills in an enjoyable and fulfilling way.
Capoeira
Soccer
Judo
Ballet
Tennis
Music
Yoga
