Neuroscience and education

In the British Schools of Alzira, Xativa and Gandia we never stopped innovating in educational matters, that is why we have implemented a new system in children which we have called“neuroscience and education”.

After many years of research in Spain and abroad, in the British School Alzira-Xativa-Gandia Group we have developed an educational project for the first childhood unique based on Educational Neuroscience,and has materialized in spaces that are unique and are designed and organized with a multitude of resources, where every corner has its purpose and mission, with the aim of thrilling the student, stimulating their learning process through experimentation and all this under a total linguistic immersion

The British Schools of BSA, BSX and BSG are pioneers in neuroscience in Spain, betting on education from the youngest, from 0 to 6 years,in neuroscience.

The brain has to be stimulated and it has to be worked on since childhood.

Neuroscience and education: counting the first neurons

Early childhood is a fundamental stage in the process of personality development and formation, due to the great plasticity and ability to create neural connections of the brain at these ages.

The brain needs emotions to learn. Educating means exciting and fostering development and learning.

How can you educate by thrilling? Through the creation of positive environments,through illusion, through surprise, fostering creativity, imagination… knowing the influence of emotional states, we can control the conditions that drive the learning and development of our little ones for general.

I Learn by – Children’s Education in England: Early Years Foundation Stage

The pedagogical approach of our schools at these ages is based on the“Learning by doing” philosophy, the basis of the British Curriculum; this educational function revolves around the formation of personal autonomy habits and learning by discovery.

Children learn at their own pace, which makes them more autonomous and with stronger self-esteem. Through the game they are not forced to do anything they do not like, and instead, they enjoy what they do at all times, they feel motivated and curious, being the protagonists of their own teaching-learning process.

Why are we advocates for this project and pioneers in implementing it?

Through the senses and by exploring the environment, the child can build his learnings and is able to understand the world around him.

For this reason teachers should promote the sensory development of children in Early Childhood Education, helping them to interact with the environment, thus benefiting their language, socialization and cognitive development.

Our main objective is to offer our students a quality education to successfully face their future learnings, both cognitive or knowledgeable, as well as emotional.

To do this, we work the sensations, perception and sensory, creating a motivating atmosphere in which the child enjoys the freedom to explore, discover and enjoy the various sensory experiences.

We encourage, motivate and propose new challenges continuously so that we maintain curiosity, interest, motivation and wonder,which is the engine of our learning.

Neuroscience and education: At the forefront of the development of new spaces

In order to implement this philosophy based on neuroeducation, it is necessary to have spaces that enable children from 0 to 4 years of age the opportunity to experiment, feel and develop their level of sensory research.

Students have changed radically in relation to those of a generation ago. Globalization and the impact of new technologies, as well as numerous studies and research from the field of neuroscience,make their way of having to equip them with materials and spaces that allow a methodological change, so that our little ones are an active element in the learning process developed through the different areas available to the EYFS area:

Multisensory Zone

In a multisensory environment, a safe and motivating environment with elements such as music, colored lights, projectors, fiber optics, light tables, aromas, textures, environmental education etc… our little ones explore, discover and enjoy the senses.

Thanks to the senses and exploring the environment through movement (action and experimentation), the process of assimilation and accommodating takes place, which allow the construction of learning and the understanding of the world around us. The richness of sensory stimuli benefits the development of thought, intelligence and language.

Psychomotor Zone

The cornerstone of our education project is to drive motor game, essential in the development of children, because through it children begin to interact with the environment, interact with their peers and different objects, develop affectionately and better know their autonomy.

Assemblies Zone

Area with a proportioned amphitheatre, with an exhibition area of work and with a large interactive screen, where we share learning and cooperative work is favored, through the Assemblies Weekly.

This area also has a Reading Corner with an extensive catalogue of books, approaching the foundations of English literature,It has been studied to the last detail so that reading becomes an experience.

Role Playing Zone

Only by creating a motivating and experiential environment will it be the object of interest and learning.

The Symbolic Game and the Theater show us the degree of understanding that the child acquires for the actions of the adult and his world.

The body-mind stimulation that is generated causes sensitivity, expression, coordination, personal safety, empathy to be strengthened… which creates the need to verbalize and develop language to relate to others and express needs.

Outdoor-Outdoor Zone

Areas studied and elaborated with many elements elaborated ex profess to promote the development of different competences, creating differentiated corners – orchards, tipis, area of thick psychomotricity, both to work the environment around us, as well as to work on experiential activities and experimental routines,” allowing us to continue working from all areas of the physical and emotional development of children in a transversal and interdisciplinary way.

Specialized monitoring of neuroscience and education (Psychopedagogical Department)

From the psychopedagogical department we prepare the programming in an eminently practical way and with a preventive and guiding character.

Including mainly plans to help children achieve their optimum degree of maturity and development in all areas, always favoring to the maximum the use of the potential they possess at the cognitive, motor, verbal, … level, we try to prevent and prevent the appearance of secondary problems in physical, affective or cognitive development, providing them with the basic skills that are essential for future learning, and facilitating and favoring the development of personal autonomy habits and social relationship with the medium, and at the same time, we orient the parents.

We help them understand the characteristics of their children, involving them in their education and rehabilitation.

Children’s education is the basis of the education system, it is the stage at which the foundations on which future learning spending will be held, and therefore the most important.

Through the project of the British School Alzira, Xativa and Gandía, we develop the most rewarding of the professions with enthusiasm and passion: EDUCAR

Find out more about neuroscience and education on the TV Society page, where our Director, Franc Corbí, talks about this pioneering method. Click here.