Early Childhood Education 2

Early Childhood Education

Children's Day 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 changeable event but something they can predict and learn to manage.

Circle Time

Circle Time The daily circle time is a very important moment for children. As well as working on speaking, listening, and positioning, the circle is also a way of organizing the group to share experiences, exchange information, address everyday situations, present discoveries, and make cultural and literary suggestions. As these texts are large, we can use the “Read more” or “Continue reading” feature.

Corner

A daily moment in which two or more activities are proposed at the same time for the children to work on in small groups. The proposals are based on the different areas of knowledge. As they get older, the children can exercise choice, autonomy, and the organization of time and space. The teachers use these moments to observe individual children in terms of socialization, stimulation, posture, and other aspects.

School Corner

Once a week, teachers set up “corners” in various areas of the school. Here, children 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 children 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, children 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 the children’s worldview with meaningful and impactful learning.

Project-based learning

At be.Living, we believe that learning happens when it is truly meaningful. That is why the child takes the leading role in the learning process at our school. We consider each of them as unique and intelligent individuals, capable of producing knowledge and culture.

Within this approach, an important methodological tool used at our school are projects. Through this process, children investigate the world around them, based on their own questions and those of others in the group.

Projects facilitate didactic scenarios that, from the outset, necessitate a collective objective—or “final product.” This approach fosters children’s engagement with the social dynamics of a given topic while simultaneously developing essential life skills such as group collaboration, reflection, hypothesis formulation, and research.

Educator’s Corner

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 children. These techniques encourage children 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 children to express themselves and develop their skills in an enjoyable and fulfilling way.