Reception: 
+421 917 025 025 | bratislava@espania.sk
Opening Hours - Kindergarten

Monday – Friday 7:00 - 18:00

English - Spanish - Chinese
Kindergarten registered in the network of schools of the Ministry of Education of Slovak Republic

Curriculum

Espania kindergarten is focused on teaching foreign languages through integration into the children´s daily program. Thanks to our professional team of native-speaking teachers, children learn foreign languages in a natural and playful way while staying in touch with the foreign language throughout the day.

Our bilingual classes alternate between English and Spanish or English and Chinese. The trilingual classroom is open for admissions only every second year, so waiting list might be recommended.

The emotions of discovering new and unknown is provided by each classroom being arranged thematically, according to the subject of education.

Espania Kindergarten has 10 classrooms divided by the age and language specialization. The maximum number of children in one classroom is 7.

Espania Private Kindergarten has the lowest number of children per 1 teacher in the country of Slovakia, which provides unique and ideal ground for individual growth for each student and for individual assessment by the teacher.

The student / staff ratio in Espania is 2 full time employees to 1 child. The student / staff ratio including the external teachers is 1,6 employees to 1 child. All lessons are adjusted to the age level and engage students in the topic in a multi-faceted way (ex: learning the names of animals by taking toy animals a bath, and thus also learning key hygienic behaviors while also having a sensory experience with water, soap/foam, and sponges).

This not only encourages student interest in a given topic and activity but also provides a differentiated and versatile learning experience.


Year One

The main goal of the first year nursery groups (one- to two-years old) is to assist students in recognizing important places and people in their immediate surroundings as well as to develop independence, gross and fine motor skills, and common behaviors and social gestures.

In mathematics, children are introduced to foundational critical thinking skills such as: recognizing spatial and numeral relationships, as well as categorizing and quantifying objects.

In social studies, children begin to create concepts of self and social identity, etiquette and hygienic behaviors, as well as daily routines and rules. In science, they learn to identify the human face and body, the senses, and are encouraged to explore body functions (like rolling or climbing) and new textures to sense. Geography lessons focus on familiarizing children with their immediate surroundings, including the kindergarten, home, and the physical world.

Art encourages children of this age group to explore colors, textures, shapes, and the fine motor skills necessary to build a foundation for drawing. The language curriculum also engages with beginning handwriting, but mainly focuses on encouraging communication through gestures, inflection, action words and engagement through song.

These students are within the age range of one - to two-years old and activities commonly include:

Activities that challenge their motor skills.
Ex: puzzles, blocks, shape sorters, peg boards, simple puzzles, push-pull toys.
Imitation play and brightly colored, sensory-engaging objects.
Ex: roleplaying how to eat or dressing a baby for naptime, playing with various textures (rice, slime, foam).
Following along with a story.
Ex: reading a story about a baby animal looking for their mother.
Introducing structure through establishing classroom rules and social conduct.
Ex: will play with a puzzle but leave for another game before finishing, and needs vocal encouragement to come back and complete or clean up the puzzle before moving onto a new toy or activity.

Year Two

The main goal for the second year groups (two- to three-years old) is to improve gross and fine motor skills, student independence, social awareness of others, and to explore and begin organizing the world around them.

In mathematics, children continue to build upon foundational critical thinking skills such as: naming basic shapes and numbers up to ten, categorizing objects by singular attributes, and comparing quantities of more, less, or same amounts.

In social studies, children continue to build concepts of self and social identity by learning how to identify themselves and others through physical features, emotions, titles or occupations (mother, friend, teacher), and responsibilities.

In science, they are introduced to basic changes in the world around them like the seasons, weather, and growth of plants. Geography lessons move students’ knowledge outside of the kindergarten and home to modes of transportation and common places in the local community.

Art encourages children of this age group to identify favorite colors, to create with purpose, to make representations of real objects, and to improve fine motor skills necessary for drawing and writing. The language curriculum focuses on encouraging more vocal communication with the use of the alphabet, pronouns, action words, directional phrases, and production of two- to five-word sentences.

Since the students are within the age range of two- to three-years old:

They enjoy imaginative play as well as visual and physical activities.
Ex: puppet play, scavenger hunts, obstacle courses, role playing animals.
Show increased interest in music and drawing.
Ex: singing and dancing along to songs about emotions or social behaviors, scribbling in the rainbow to learn colors.
Are able to sort objects by categories, imitate more complex adult actions, and name objects in a picture book.
Ex: sorting toys into boxes depending on their color, shape or other characteristics.
Begin to regularly respond to simple directions, follow classroom rules and social conduct.

Year Three

The main goal for the third - year groups (three- to four-years old) is to gain a broader understanding of society, encourage social relationships, and to actively engage in creative and critical thinking.

In mathematics, children begin to compare and contrast objects by varying amounts and attributes, learn to sequence objects with the use of positional and ordinal terms, and are introduced to simple addition.

In social studies, children learn about health, individual and group responsibilities, problem-solving skills, and concepts of time.

In science, they learn about the animal kingdom, including facts about animal habitats and anatomy. Geography lessons expand children’s community to a global scale in order to learn about landscapes, bodies of water, and maps.

Art encourages children of this age group to explore self-expression while learning proper usage of various art tools, and refining fine motor skills and hand grasp for writing utensils and scissors. The language curriculum focuses on intonation and structure of spoken conversation, expanding knowledge of the alphabet, and being able to understand and construct multi-step directions and complex sentences.

Since the students are within the age range of three- to four-years old, activities should acknowledge students at this age:

Enjoy imaginative and constructive play, as well as associative play with other kids.
Ex: team-based games, using puppet play or role-playing to learn about animals, building landscapes with clay or other malleable mediums or physically making maps.
Show inclination towards music and physical activities.
Ex: using musical instruments like the xylophone to learn about sound or sequencing (of musical notes), using an obstacle course or a race to collect printed out numbers in sequential order.
Are extremely curious. They are interested in asking questions, investigating, inventing, discussing, and can remember and tell parts of stories.
Ex: scavenger hunts, mystery games, story-telling games, reading and discussing books.
Can engage with a select activity for a long, focused period of time. They can start and stop activities based on external cues (like time limits). They also can follow three-part directions, cooperate with others and take turns, understand cause-and-effect relationships, and follow classroom rules and social conduct.

Year Four & Extended Learning

The main goal for the final years (four- to five-years old) at the kindergarten is to prepare students for introduction to primary school with a focus on individual and group activities, which encourage independence, responsibility, creative expression and critical thinking.

In mathematics, children continue to work with addition, subtraction and sequencing, as well as being introduced to reading time and measurements.

In social studies, children learn about technology, professions, diversity, civil responsibilities, and safety.

In science, they learn about anatomy, living and non-living things, life cycles, and explore the physical sciences through experimentation and observation.

Geography lessons focus on children creating large scale concepts of their local and global community, as well as refining map-reading skills.

Art encourages children of this age group to explore art movements throughout history while engaging critical thinking of art, culture and their own self-expression. The language curriculum focuses on further advancing handwriting, engaging students in various techniques for reading and spelling, and in improving conversational skills.

Since the students are within the age range of four- to five-years old, activities should acknowledge students at this age:

Participate in a variety of play-based learning for an extended amount of time.
Ex: learning to read by role-playing with a restaurant menu, learning geometry by naming the block shapes used in building a castle.
Express their creativity through imagination, music and physicality.
Ex: drawing stone-age art to tell a story of the student’s creation, learning how to read time through dance and musical tempo.
Can play basic games with rules, and engage in learning through attempting, repeating, experimenting, refining and elaborating on experiences and activities.
Ex: board games, science experiments, coding a toy robot.
Can focus on an activity or task to completion with minimal adult help or direction. They can engage in solitary, paired or group activities, cooperate with others and problem-solve, and follow classroom rules and social conduct.
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