- Accompany children in developing their potential and in socialization.
- Encourage the learning of the French language and the knowledge of French culture, while providing them with a general knowledge.
- Follow French teaching programs as much as possible.
Our priority is to give each child the opportunity to develop, at their own pace, in a secure, attractive and friendly environment.
The team’s work is built so that the children can interact with each other, play and learn
We want, in collaboration with parents, to respond to the natural curiosity of children and to initiate the basics for a desire to learn that will last a lifetime.
Early intensive multilingualism also promotes general cognitive development in a child. Children are able to think more abstractly and are more aware of languages and their similarities and differences than their monolingual peers.
The use of two languages actively increases children’s cognitive control, their working memory and their selective attention, their ability to concentrate on one language without completely suppressing the other.
Bilingual learning is suitable for all children.
This occurs regardless of the social or cultural background of the children, their language skills or any other difference that may exist. No special talent for learning languages is necessary to benefit from bilingual education in kindergarten.
Thanks to our teaching methods, students are naturally involved in the learning process.
We alternate between the individualized approach and the group approach, and encourage initiative, curiosity and imagination through the use of structured play methods and the use of multimedia technology.
To feel comfortable, children need clear, sensible rules and routine. Our pedagogical approach offers students a structured and flexible learning context that allows them to evolve with mutual respect, tolerance and sensitivity towards others.
Using a foreign language as a means of communication with young children throughout the day is a particular challenge for teachers.
The following principles concerning the use of a second language by teachers are particularly important:
• accompany each action with language
• provide children with a wide variety of meaningful activities using a wide variety of languages, just games and activities involving imitation
use a practical approach in which children can “manipulate” objects, use gestures, mime and body language