Safety - Trust - Care
The emotional life of a child starts from infancy, when one experiences the manifestation of maternal love and gains confidence and security that also stems from maternal care. This feeling of safety is essential for all of us through the course of our lives.
Therefore a primary goal of our school when welcoming a new member in our <family> is to provide the family warmth that will make the child feel safe and confident.
To this end, a parent can be very helpful by being fully conscious of the decision and the choice he has made and by supporting the children not by <sympathizing> with them but by instilling confidence in the new environment.
 Apart from that every child is given the time it needs to digest the new environment, make it its own and consider it part of its own life in a similar way to its family.
Emotional development
During the pre-school years, children experience a multitude of emotions, which they can not even try to control (temper tantrums, unreasonable fears, negativity etc.). Thus, many psychologists call infancy an <early adolescence>.
School aims to help the child understand the nature of the emotions it experiences every time as well as the causes behind them so that it can identify, control and manage them.
This will help your child learn and understand better itself first of all as well as its environment.
Emotional education is combined with social education, because feelings are born in relation to the meeting and communication of the children.
Personal relationships between infants, their attitude towards the social and physical environment, the understanding of the rules governing social life and the development of the autonomy of the child are the basic means for its socialization.
The school aims to help the child soothe his ego (which is an intense survival emotion in the preschool phase) and also to maintain its autonomy in order to developing its personality while finding a suitable position in the micro-society originally of the classroom and the school and then in the wider society.
For the socialization of the child <language> plays an important role, ie. the ability to speak and communicate with a group of peers and adults.

Mental development - Thought Process
Regarding the mental development of children in the preschool phase, the main objective of our school is to assist them in order to expand and enhance their operating thought mechanisms.
In this phase, egocentric thought subsides and gives way to the <rational> thought, which is supported by language.
Language is a very important tool because not only does it convey knowledge but it also expresses and evokes emotions, thoughts, opinions and values.
Language, which grows rapidly in early childhood, helps the infant to get to know itself, to develop the ability to communicate with others and to develop two-way relationships with its surrounding environment.
Academic knowledge - Special inclinations and interests
After preschool, where there are dramatic changes, there is a recession phase. The child goes to school, and is introduced to an increasingly demanding program, but does not show significant changes, as in the previous period. Parents focus more on the effort required to perform well in school and neglect the other areas of the child’s education, which however are equally important.
The interest of our school is not limited only to the acquisition of academic knowledge in the preschool phase (which is of course important for the smooth transition of the child in later stages of education the way the educational system is structured) but also embraces the discovery process of the children and helps them find their particular talents and interests and to cultivate and develop them.
For this purpose the child is given a large variety of stimuli in many areas of interest with attitude (the objective is for the children to simply to come in contact with different experiences, to digest them as they wish and then with the help of the school and the support of the parents to emphasize where they truly have an inclination, interest or charisma).
We are not aspiring towards a goal of all children leading academic careers but we wish for them to identify themselves through different contexts, to truly appreciate their strengths and decide as early as possible what makes them happy and creative in their lives.
Certainly such decisions can not be taken in the preschool phase, but it is possible to build the foundations and the thought process towards this direction in the near future.