At Meritxell School, we believe that the foundational stage of a child’s educational development begins at age 3 and extends through to age 8. In line with this vision, the school has designed a specialised curricular and teaching structure called Ei1C. This stage encompasses the second cycle of early childhood education and the first cycle of Primary education, including the following grades: i3, i4, i5, Year 1 and Year 2.
In the following section, we aim to provide an overview of the key characteristics of our approach to the curricular development in the second cycle of Early Childhood Education, specifically in the i3, i4, and i5 courses.
General Objective
The purpose of early childhood education is to support the comprehensive and balanced development of children in all areas of their growth. This is achieved by providing a nurturing environment that fosters well-being, social connection, and learning, where children feel welcomed and valued. Through close collaboration with families, the educational team, and the broader environment, we ensure that every child has equal opportunities to thrive and reach their full potential.
Curricular Aims
The curriculum in i3, i4, and i5 is organised around four key, interconnected pillars. This structure supports teachers in systematising and planning their lessons, but it does not create separate learning spaces. Instead, it fosters integrated learning environments where children can make connections across different content areas. This approach helps children better understand and interpret the world around them, giving meaning to their experiences and encouraging active participation in their own learning process.
- Pillar 1: A child who grows with autonomy and self-confidence.
- Pillar 2: A child who expresses themselves through a variety of languages.
- Pillar 3: A child who explores their surroundings with curiosity and eagerness to learn.
- Pillar 4: A child who embraces and participates in the diversity of the world around them.
Through these four pillars, we establish objectives designed to promote the development of specific competencies within each area.
Pillar 1: A child who grows with autonomy and self-confidence.
The development of identity and autonomy in children is a gradual and deeply personal journey, starting from initial dependence and evolving toward a greater independence. This process is supported by the respectful guidance of teachers and an environment that fosters growth and self-confidence.
Through play, children explore the world around them, developing their physical, emotional, and social skills while building a sense of competence and security. This process also includes the discovery of their own body, sexuality and gender, all of which should be approached with respect for diversity and individuality.
The environment, the use of time, and interactions with educators are essential in fostering balanced growth and preventing discrimination.
1.1 Progress in body awareness, movement, and coordination, helping children recognise their own capabilities to foster personal autonomy and cultivate a healthy, positive self-image.
1.2 Experiencing, expressing, and recognising emotions, feelings, and needs to nurture emotional well-being and nuture a sense of affective security.
1.3 Recognise the impact of space and time in everyday situations through lived experiences, cultivating a sense of security and a deeper understanding of the world.
1.4 Advancing in the development of healthy habits and eco-socially responsible behaviours, while building confidence in one’s abilities and strengths to shape a unique and authentic identity.
Aix 2: A child who expresses themselves through a variety of languages.
In the early years of life, a child develops the ability to communicate and express themselves within an environment that listens, supports, and offers tools to explore various forms of expression. This process, enriched by interactions with others, helps the child understand the world, shape their identity, and build meaningful relationships.
Early childhood education should cultivate creative environments where children can express ideas, emotions, and experiences through their body, art, and various forms of communication, with particular emphasis on oral language, which is essential for effective expression. This approach enhances understanding, strengthens interaction, and supports the development of autonomy and creativity.
2.1 Interpret, understand, and express messages using resources and knowledge grounded in personal experience, enhancing communication and advancing the creation of new learning.
2.2 Express oneself clearly, personally, and creatively through various forms of communication, exploring possibilities whislt at the same time enjoying the process, so as to engage effectively in different communicative contexts.
Meritxell School has developed a comprehensive literacy plan that spans from i3 to Year 2. This plan is designed to guide and support the various stages of acquiring and mastering essential skills, including phonological awareness, speaking, reading, and writing.
To support the achievement of our writing goals, the school uses its own custom-designed typography, which aids in the development of graphomotor skills. You can download the font here.
Aim 3: A child who explores their surroundings with curiosity and eagerness to learn.
A child has an innate curiosity to understand the world and, from a very early age, begins to form hypotheses and ideas about their surroundings. The school plays a vital role in nurturing this curiosity through play and hands-on experimentation, which are essential for cognitive development. These activities promote logical thinking, critical and creative skills, and a respectful attitude toward the natural world. Through exploration and interaction with their environment, children gain foundational knowledge in scientific thinking, develop an appreciation for living things, and cultivate environmental awareness that encourages sustainable, eco-friendly habits.
3.1 Observation and identification of materials and objects and their properties, establishing connections between them through hands-on experimentation and sensory exploration. This process helps develop increasingly complex thought patterns and fosters the growth of mathematical reasoning skills.
3.2 The gradual development of various forms of reasoning and scientific thinking processes through observation and hands-on exploration, enabling children to interpret their environment and creatively respond to diverse challenges and situations.
3.3 Explore and recognise elements and phenomena of the natural world, understanding the connection between personal actions and their consequences. This helps cultivate habits of sustainability and environmental conservation from an early age.
Aim 4: A child who embraces and participates in the diversity of the world around them.
From birth, a child begins socialising through interactions with family and other groups, which impart values, norms, and cultural traits, broadening their understanding of the world. This crucial process contributes to their personal and social development, helping them form emotional bonds, build security and trust, and develop essential social skills such as respect, empathy, and conflict resolution. Early childhood education plays a vital role in enriching a sense of belonging, promoting inclusive and respectful relationships, and nurturing coexistence and equality in diverse environments.
4.1 Develop relationships with others on the foundation of equality, creating meaningful bonds that contribute to the formation of a personal identity grounded in democratic values and respect for human rights.
4.2 Gradually develop an appreciation for the local social and cultural environment, embracing its diversity with interest and respect for harmonious coexistence.
English is the foreign language fused into daily learning from i3 to i5, with a strong emphasis on oral communication. This is facilitated by foreign language teachers who engage with students in English throughout the school day, totaling five hours of learning per week. Moreover, in i3, the school provides extra support through an assistant teacher who specialises in English.
Encouraging our students’ creativity serves as a strategy to assist mature growth, promote lateral and divergent thinking, and support the development of multiple intelligences.
Cooperative learning is introduced from the early years as a strategy to make learning more meaningful and to enhance our students’ collaborative skills and overall academic development.
All Kindergarten classrooms are equipped with computers and iPads, which children view as playful tools. These devices enhance and reinforce learning through a variety of programmes and applications. While there is a fixed weekly session dedicated to the Innovamat programme, technology supports continuous learning throughout the week.
All classrooms are also equipped with digital whiteboards or interactive screens, which offer undeniable educational advantages. These powerful tools enhance communication, facilitate learning, and promote interactive engagement.
The school offers a double-entry system for all courses. In Early Childhood Education, each class has a ratio of 25 students. The school day is from 9:00 a.m. to 1:00 p.m., and then from 3:00 p.m. to 5:00 p.m., Monday through to Friday, totaling 30 teaching hours per week.
In addition, we offer a range of services including guidance and psychopedagogical support, early morning drop off and afternoon picking-up, school transportation, a dining area supported by monitors, extracurricular activities, and a language school. For more details, click on each service or visit the “Services” section of our website.
