Awareness of oneself, through educational rhythmic exercises, progressive lateralisation, gentle stretching exercises and workingon balance teaches children to overcome spatial inhibitions.

Awareness of others. Emphasis is given to working in a group, or in pairs. Each child learns to become part of the group, to hold back and be tolerant, to share and take turns in an atmosphere of gentle order and discipline.

Discovery of space rhythm and coordination. While becoming aware that they have a body that they can control, children must place themselves in relation to others and to objects.

Sense of play and of effort. It is not possible to keep children’s attention over a long period without using their taste for games. Children need to be surprised, to compete, to mimic. This is constantly exploited through the use of educational play. These periods alternate with times of great physical and mental concentration which demand that the child shows and develops his ability to make an effort. We believe that teaching solely through play has a limited effect; games do not increase the child’s ability unless used as a reward for an initial sustained effort.

Creativity. We like to favour the creativity of children, through the use of mimed songs, free dance, improvisation and stories drawn from the children’s imagination. Children can, in this way, free the body that they have learned to control.