Educational Principles

The mission of El Nido is to educate children between the ages of 18 months and 4 years in a nurturing and caring environment in order to foster the development of their potentials, their multiple languages of expression, the encouragement of respectful interrelationships and the construction of their own identity in relation to others in a nurturing environment where listening, dialogue, and respect become the essential elements of their growth. Our mission encompasses the following essential guidelines:

The Image of the Child

The child is viewed as competent, curious, rich in potential, powerful, co-constructor of his or her own knowledge through interaction with others and with the environment.

The Role of the Teacher

Teachers are continuously researching about their educational practice, closely observing, listening and documenting children´s own theories and ideas, provoking and stimulating thinking and collaborative learning and developing pedagogical experiences that help children construct the meaning of life.

The Role of the Family

Families participate actively and voluntarily and are fundamental in accompanying the child´s intellectual and emotional development and growth. Family participation enables a sense of co –responsibility, which leads to a fuller and more reciprocal knowledge of what happens within the school.

The Pedagogy of Listening

The pedagogy of listening is an on-going process of observation, interpretation and documentation. To listen to children is to let children know that they are valued and respected. Without listening, making learning visible is impossible. (Carla Rinaldi, President Reggio Children)

100 Languages

Children represent and communicate their knowledge and emotions through multiple languages of expression.


Play, as a creative and collective activity, is a fundamental element in the developmental process of the child. Through play, the child expresses, socializes, researches, creates, learns and shares.

The Value of the Environment

Through conscious use of space, color, natural light, displays of children’s work, and attention to nature and detail, the environment serves as another teacher. The environment serves as an initiation to enter and participate.

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