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The curriculum envisages various activities. Thematic activities are very important in terms of enriching knowledge of the world. They give children opportunities to get new information and gain practical skills, and help them to develop motivation for their better literacy.

The Vision Trilingual Preschool conducts the following activities in two different ways:

1. Thematic activities during which the educator participates in the educational play as a leader. This play allows children to be “on task” and to solve a particular problem or to meet their cognitive needs. In this way, the educator “plays” with the children to increase their interest in the thematic material, to encourage discussion, to improve the understanding of subject matter, to “provoke” questions and to expression of their own ideas.
2. “Play 5” is a concept of workshops on a non-predetermined topic, the result of which should be a product (play, story, construction, artistic performance, etc.). These workshops develop the responsibility of children for what they do, and envisage the educator’s mediation, for the most part, as an observer. Such workshops do not have a defined purpose or final product, that gives children more opportunity to develop their creative abilities. The educator relies on initiative and creativity of the kids while she organizes the learning process and meets their expectations. Children’s creativity is the driving force behind learning. Kids show activity and control the process of play.

These classes allow children to discuss their actions, to interact, to share roles while playing, and to invent play scenarios. Creation of conditions for demonstration of the independence gives pupils an opportunity to more consciously use the play and to better absorb new knowledge, that is considered as one of the most effective approaches to the organization of educational process. Therefore, children need to understand a need of actions in order to find answers to questions and to make decisions.


• Identification of effective means of the child’s involvement into the learning. The importance of this component is explained by a need to increase motivation to the education by satisfying the children’s natural curiosity and to provide interpretation on causes of change around them.
• Identification of means for the child’s overall development. Multifaceted educational practices are used for the natural interaction (play) of children and for positive impact of the learning.
• Promotion of pedagogical values ​​in accordance with the educational standards of the Réseau Vision School World Inc. This allows the principle of “guide on the side” to be preferred over the “sage on the stage” principle. By offering children a fishing rod, the educator encourages them to fish independently, rather than giving them a fish.

The central element that unites all these practices remains the play. The application of a comprehensive approach to the learning creates the preconditions for the gradual acquisition by children of their own learning experience. The educator efficiently uses the knowledge and ideas children already have. It also allows children to construct bridges” between already absorbed and new knowledge, and an increase in such  “bridges” leads to better understanding of learning material.

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