Early Childhood Education from 3 to 5 years old


What does a child do in an early childhood school?Certainly jokes. He starts to make friends, he spends happy hours living with children and adults who are not his relatives, but that is not just what happens.

Until the age of 5, the child will experience one of the most complex phases of human development, in the intellectual, emotional, social and motor aspects, which will be all the richer the more qualified the conditions offered by the environment and by the adults that surround it.

A school needs to be more than a pleasant place to play. It must be a stimulating, educational, safe, affective space, with teachers really prepared to accompany the child in this intense and daily process of discoveries and growth. It needs to provide the possibility of a solid foundation that will influence the child's future development.

Therefore, Colégio Castelo structured a differentiated project for Early Childhood Education. Without giving up being a space for free play, of being an extremely affective environment, Colégio Castelo offers a rich and diverse daily life of learning situations designed to develop languages and emotions and establish the pillars for autonomous thinking.

Every kindergarten school needs to be sure of what it wants to develop in the child. Thus, in order to form a healthy child and develop their ability to learn to learn, their ability to think and establish the bases for the formation of an ethical person capable of living in a democratic environment, CASTELO proposes activities that develop a set of knowledge, skills , attitudes and values appropriate to each age group.

Oral and Written Language, Logical Reasoning, English, Plastic Arts, Music, Knowledge of Nature and Society, Movement Education - in all activities, the student is not absolutely that passive student of traditional education, but a participating student, active in knowledge construction process.

In all areas, students have the possibility to use resources such as IT, and experience rich experiences, such as cooking classes.

The corners are small spaces planned in the classroom to receive children every day. They are divided with materials from different areas of knowledge: Oral and Written Language, Logical Reasoning, Nature and Society and Symbolic Play.

They are designed to promote group integration, stimulate the imagination, identify challenges presented by each child, socialize, learn to share toys, and reorganize the room.


Working with language is one of the basic axes in early childhood education. We promote meaningful language learning experiences through planned activities that involve the child and develop their orality.

We have in mind that working with language covers four basic language skills: speaking, listening, reading and writing. And to develop these skills in the child it is necessary to work within the context where the child is inserted. To work with orality we propose many rounds of conversations, stories, music and make-believe games.

From a young age, our children are in contact with the written language through different text carriers. From this intense contact, they start to elaborate hypotheses about writing. To start working with writing, we started exploring all letters intensively and in various ways, drawing attention especially to those of the name itself and later the names of the people around it. Learning to read and write are part of a long process linked to participation in reading and writing practices that are carefully planned by us.


As noções matemáticas são construídas pelas crianças a partir das experiências que proporcionamos, pelas interações com o meio, pelo intercâmbio com outros adultos que possuem interesses e conhecimentos que podem ser compartilhados.

Todo nosso planejamento nesta área proporciona várias experiências com o universo matemático e outros que lhes permitem fazer descobertas, resolver desafios, tecer relações, organizar o pensamento, o raciocínio lógico, situar-se e localizar-se espacialmente.

Os jogos são aliados importantes nesta construção, ele oferece estímulos essências na busca de estratégias, na resolução de problemas e no convívio harmonioso com os colegas.


Children, from a very young age, interact with the natural and social environment in which they live and learn about the world.

As they grow up they encounter phenomena, facts and objects in the world; they ask, gather information, organize explanations and risk answers to their inquiries and questions.

Contact with the world in the first years of life allows children to build practical knowledge about their surroundings, related to their ability to perceive the existence of objects, beings, shapes, colors, sounds, odors, to move in spaces and to manipulate the objects.

Pretending to play allows children to reflect on the world, express and communicate their desires and emotions, assigning the first meanings to the elements of the world and carrying out increasingly coordinated and intentional actions, in constant interaction with other people. with those who share new knowledge.