Eburons Kindergarten Project

The fundamental principles defining the philosophy of our kindergarten are

- Reception, tolerance and awakening-

In our school, the child is accepted with its differences andits own personality.

The educational team is respectful of the particularity and the specific character of each child. They take into consideration the personality of your child in order to preserve that character and allow the child to blossom.

The child is welcomed by quality staffs that are regularly attending further training and having time to deliberate. The educational team is thoughtful and careful to preserve the well being of each and every child.

  • In our school we have a long-lasting tradition of welcoming children from issuing from different environments, different in terms of socio-cultural, socio-philosophical as well as socio-economical backgrounds. For the moment, we integrate 28 different cultures and ways of life in a harmonious way.

This multitude is far from being a handicap; on the contrary, it is a source of richness for all of us. The social role that the school has to play is also never neglected.

  • Eburons Kindergarten is equipped with all the necessary facilities and games in order to fulfil the psychometrical, intellectual and emotional needs of each.

The stimulating, constructive working methods and the happy work relations within the educative team allow the child to obtain a better social integration and gain a natural access to basic learning.

  • The varied methods,
  • the functional reading,
  • working on computers,
  • co-nomination,
  • working contracts in horizontal or vertical structures,
  • individual, team- and collective activities,

allow the child to actively participate in school life.

  • Calling yourself in question and evaluations allow one to obtain better knowledge of oneself and others; providing thus an open view on the outside world. By discoveries and work on its environment allowing the child to situate itself favours its autonomy, taking initiatives and responsibilities puts it in an active place in our society.
  • Reception of the parents within the school walls and their participationstrengthens the parent/children/school relationship to the benefit of all. A bulletin explaining the parents the way the school functions and an equal politic throughout the whole educative team allows each to find his place clearly and to work on sound bases.
  • We multiply the interactive and communicative situations thanks to:
  • the tale-telling,
  • the BCD (Bibliothèque, Centre de Documentation) (=library, doc. Centre)
  • the audio-visual tools,
  • the public library,
  • theatrical activities.

In this way we give each child the possibility to develop its cognitive, expressive, affective and language skills.

  • We also take it at heart to develop their physical expression by for example :
  • the daily psychometrical lessons,
  • the Aucouturier method,
  • activities in the swimming pool every fortnight,
  • gym-tonic to music every Tuesday,
  • instrumental rhythms,
  • the school Choir every Friday afternoon…
  • Cultural aspect :
  • museum visits,
  • visiting the "théâtre de la Montagne Magique",
  • the circus,
  • movies,
  • performances and shows are organised within the school on a regular basis for the children, sometimes accompanied by their parents.
  • At the end of the school year, all children are going on a school trip. The oldest children have the possibility to participate in the "sea classes", which are taking place in Mariakerke during 4 days, of course well escorted and in all safety.
  • Contacts with the primary school allow a harmonious passage towards the first year over there