Our Pedagogical Project

For Early years and Horizon Sections

The curriculum that we have put in place for the first two years of our nursery (Section Early years and Horizon) is based on the British Early Years Foundation – EYFS and also on the criterias of the French Organisation « Protection Maternelle et infantile »(PMI)), which authorised childcare in France. In conformity with these two references, we have put in place an educative project that will allow the child :

• To understand community life rules ;
• To feel in security, to live different experiences, to move towards independence ;
• To awaken one’s intelligence
• To discover and to develop one’s potentialities
• To develop one personailty and one’s creativity
• To establish relations with other children and adults
• To live within a group.

An individualized welcoming

Acacia Nursery offers each child and his parents an individualized welcoming. The staff makes sure that the separation, which can be a stressful time, is done smoothly and in the least traumatizing way possible for both parents and child. The teachers and assistants work in close collaboration with families by communicating daily with a correspondence book and by taking the time to interact and to recount the child’s day.

he teachers take care to establish, to develop and to strengthen the links of confidence with the children who are entrusted to them while at the same time respecting their educational choices, their cultural identity, and their values. A harmonious and open communication, without any skill rivalry, is essential in order for the children to feel safe and welcome. The staff implements everything to permit the child to join the group smoothly.

Socialization and autonomy

The mission of the nursery is also to initiate the child to live in a group and to anticipate his schooling. The child learns to respect others, to share, to accept limits, to wait for his turn…Therefore, he can structure himself and build his personality. Acacia Nursery works with children at their own rhythm and assists them smoothly towards an autonomy that will encourage and support their psychomotor, emotional and intellectual development.

Meal

Meals are moments of pleasure, of conviviality, of exchanges, of discoveries of new flavours and of new textures. The younger children are fed on request and the diversification with new food is made in relation with each family. Specific diets in case of allergies or food choices of families (halal alimentation, casher…) are respected. The team encourages the autonomy of a child who learns progressively and at his own pace to eat by himself and with cutlery. Meals are also a great time for socializing where we have to wait for our turn, listen to others, say “please” and “thank you” ,
and wash our hands before and after meals.

Emotional life and safety

Self-esteem and love take up an essential place in the development of a child giving him the strength to confront the outside world. Each member of staff knows how to be encouraging, whether by a look, with words, a cuddle or a reassuring gesture, so that each child feels loved and safe, but without taking the place of the parents. The nursery staff respects the privacy period when a child isolates himself, relaxes, dreams or plays alone. These free times are essential because they allow him to develop his imagination, his personality, and to cultivate his own gifts, thereby making the integration of acquisitions easier. Each child is unique and evolves at his own pace and it is essential not to compare him with another child. A child can keep his comfort blanket, if he wants to, during the nursery time.

Nappy and toilet training

Nappy changing has to be made with great respect of the child’s body and as often as necessary, watching over the good state of his skin and taking care of it if needed. The toilet training is an important step of the corporal and social development of the young child. Potty-chair and toilet training will be made progressively according to the physiological and psychological maturity of each child and in agreement with the parents. Training is progressive and without constraint.