The education process is organized in line with a programme approved by the Ministry of Education. The programme system “I am at the kindergarten“ensures optimum development of every child in the process of preschool education, creating an idea of the surrounding reality, the ability to communicate and to strengthen everyone’s individuality.
“I am at the kindergarten“ allows the educators to demonstrate their responsiveness, patience, self-control, composure, cordiality, readiness for direct help to children. The main role of the teacher is to sort out the difficulties, to create a focus in children’s comprehending their perceptions. Adults carry over cultural peculiarities and moral human values in their contacts with children. Adults do their best to give way to children, to give them the opportunity to express themselves and to reduce their activities so that children could increase theirs.
The adult’s intervention in the process of development of the child’s personality is indirect. The adult’s task is to provide children with the necessary tools and to wait patiently for that development, to help in the orientation in the world, to open the way to spiritual development, to respect and understand children’s needs, aspirations, emotions and feelings, to encourage them, to be a mediator, assistant and consultant. Parents and educators need to satisfy the needs of the growing-up organisms and to avoid irregularities and improper development. A prerequisite to all this is the adoption of a tailor-made approach to every child depending on his or her individual needs and capabilities.
The schedule for obligatory preschool education since 2003 on the basis of which “I am at the kindergarten” system was developed establishes the person-oriented model for preschool education, provides favourable situations and transitions between them in line with the individual capabilities whereby children look for the means to solve different tasks on their own rather than relying on predefined patterns. What is of key importance is the cooperation with the educator, the ability to associate different viewpoints for the successful solution of problems.
For more precise assessment of the results we apply diagnostic methods at the entrance and exit stage of development (physical, mental and intellectual) for every child during the “school” year.
The education process is focused on the interests, needs and desires of every child by establishing partner teacher – child relationships.