About the Project
1) A theoretical framework grounded in: Vygotsky, Jardines Regio Emilia, the esthetic thinking of Abgail Haussen and Philip Yanawine, the mediation of Feuerstein, Howard_Gardner, and the Glenn Doman theory of teaching for understanding. These add up to a pedagogical practice that understands the child as a person who is rich in possibilities, with infinite capacities, and born – as Regio Emilia says – with “one hundred languages”. To discover these languages, he or she needs not only verbal abilities, but also gesture, rhythm, the whole body and spirit. These possibilities are provided daily by Hilando Arte.
2) An enriched curriculum which is in harmony with the national curriculum of Ecuador.
3) The project curriculum includes “interdisciplinary projects”, so named because they are able to articulate learning through a powerful theme. There are currently around 34 projects that structure skills, abilities and content within constructive models.
4) An interdisciplinary team that has built and developed experience with the project, and received continuous training.
5) Recreational, visual and written material consistent with the project’s artistic philosophy.
6) The development of a process of positive discipline, which is transferred to family dynamics.
7) Instruments of participation, monitoring and evaluation for all educational stakeholders.
8) Tuition in the English language.
The project includes: nutritional components, the active participation of families through the dynamics generated by interdisciplinary projects, training in areas that match their needs, a constant relationship between our users and their families and relevant cultural and artistic expression in Ecuador, both as creators and consumers. In the last five years, Hilando Arte has able to include disabled children, prevented and intervened in family violence, and provided childcare when both parents work.
Why use art and games? They provide what Gardner called “states of fluid movement” where concentration is total and where the human being is more likely to incorporate knowledge. These spaces are alive with high doses of happiness, which provides the body with endorphins that increase defenses and create health and wellness. This is provided with the sensitivity, critical thinking, synthesis and creative skills needed to form innovative adults with flexible thinking. The project creates learning environments with esthetic and communicational wealth.
Children’s artistic products are presented to the community and in city museums, contributing to the generation of cultural welfare.
Of the students who finished early education in 1998, 100 percent attend higher education. Of those who finished in 2007 and 2010, 87 percent continued their education successfully. Using an assessment tool for four-year-old children which is adapted from Lorenzo Fhilo’s scheme, 85 percent of students achieved higher valuations.
Thanks to this experience, Hilando Arte took second place nationally in the NESsT Fund for Innovation in 2013 for access, inclusion and education quality.