In September of 1978 for the first time I had imagined them when I started a Bachelor of Psychology and thought that I could create a school. I was twenty years old; I had studied Physics for four trimesters and decided to change to Psychology.
Because my family moved nine times, I went to many schools as a child, and as an adult I studied several Bachelor and Master subjects; I got to know four Universities as a student and other rather as a teacher. Let’s say I have had a lot of personal experience in a big diversity of schools, public and private ones.
With the personal experience, and the university studies, I tried to open a new school, that, on the one hand, would respond in a more sensible and professional way to the necessities of personal and academic development of children and, on the other hand, would support the families’ forming labor towards their children; a school where children would be listened to, their curiosity stimulated and their social development supported in order to be constructively critical, clever and generous at the same time. What a task!
We were looking for methodologies, creating techniques and we were the first school in Querétaro that was talking about constructivism and children’s’ autonomous development. In 1991 there were no schools that thought that way.
We went to different countries to find the best models, and thereby, plant what we have found.
We listened to the best educators from several continents and we narrated our work to others. We developed a singular practice that supports learning, curiosity and generous friendships in a community of children and adults, because the intellectual development is insufficient if simultaneously there is no emotional or social development.
Academically, we are very technical in learning Spanish as a tool for thinking and expressing ourselves assertively, Maths to reflect, represent and observe details in processes, English as a means to open ourselves the possibility to understand and to persuade others, Sciences to be disciplined in observing, judging and acting prudently and Arts and Sports to express ourselves emotionally and physically.
On a social and emotional level we are interested in listening to the children and help them reflect upon their own necessities as well as those of other people, like their friends, families and others with whom they have a relation. And all of this happens in an environment of joyful curiosity and friendliness. We know that social interaction bears conflicts and we don’t become desperate when they appear, we take advantage of them by reflecting upon the events and learning from it. We are consistent and tenacious when it comes to the development of children’s social skills, by listening and being an example.
Our organizational environment constitutes a team of passionate, competent professionals that are capable of living together with the children and helping them in their development.
We are the only institution in Mexico that has three educators certified in early children’s education, and not only are we dedicated to the children’s development, but also to adults’ and institutional development through the training of teachers and managers within a training scheme with international influences. I am currently the Chairman of the board of the International Foundation “World Forum on Early Care and Education.”
Our staff and work environment is defined by cordiality and continuous effort. It is our goal to improve daily in order for the children and parents to receive the best of us, as we dedicate ourselves to improving our educational work.
“Facilitate the development of people’s potential favoring their autonomy, their self-esteem, their habits of complex thinking and their capacity to relate emotionally and productively.
This education will not have religious preferences, it will be based on active learning, meaningful conversations, and the creation of learning communities.
“Being a leading institution in the national education innovation that contributes to a productive, conscious and respectful society through the development of social, emotional and cognitive competences which is reflected as much by our students’ behavior in their surroundings as well as their academic grading”.
Learning is a shared process that is built on constant interaction.
We foster experiences that invite observation, questioning, and reflection.
Questioning, reflecting and reviewing our own ideas is a fundamental part of critical learning.
Autonomy and critical thinking allow students to understand how they learn, question the information they receive and actively participate in the construction of their knowledge, developing their own criteria and personal responsibility.
To create is to dare to think and act in new ways.
Initiative and creativity develop when students have space to propose, experiment, and take risks within a safe environment. We value creative processes as much as results, understanding error as an essential part of learning.
Recognizing the other and attending to their emotional state is a fundamental part of coexistence.
Consideration and empathy build respectful relationships within the school community. By recognizing the emotions, needs and contexts of others, coexistence, collaboration and a sense of belonging are strengthened.
He who does not play, does not learn. He who laughs learns and teaches.
Play and a sense of humor create a safe and stimulating environment for learning. Through playful experiences, students explore ideas, develop social skills, and build knowledge in meaningful and lasting ways.
Cooperating is discovering that you are part of a whole.
Collaborative work allows students to learn with others, share responsibilities, and value different perspectives. These experiences strengthen communication, problem-solving, and the collective construction of knowledge.
Looking at yourself is also a way of learning.
Self-criticism and emotional observation allow students to recognize their strengths, difficulties, and emotions. These skills foster self-regulation, mindful learning, and healthier relationships with self and others.
Listening and dialogue builds and transforms us.
Dialogue and active listening foster mutual respect, understanding of different perspectives and the development of critical thinking. These skills strengthen coexistence and prepare students for responsible participation in society.
Hospitality and friendliness strengthen cooperation and a sense of community.
These attitudes create an environment where people feel welcomed, respected, and listened to. They promote participation, coexistence and consolidate an educational community based on mutual care.
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