We believe that each child is a unique individual, whose development is a spontaneous and sequential process involving mind and body in relation to his/her age.

We also believe that the thought process develops from concrete to abstract establishing an environment conducive for learning when the individual feels supported, loved and accepted.

We also feel that the child´s personality is constructed since his/her first experiences of life. His/her self esteem, integrity, and independence depend on the achievements that he/she has during his/her development.

We strongly believe that the child is curious by nature and is intrinsically motivated. The child is an active apprentice that learns through failures and achievemnet, and accomplishes learning through interaction and play.

We believe that there should be an equilibrium between biological factors, experiences with physical objects, social interaction and cultural educational guidance, in order to develop the child´s personality, successfully.

We think that the teacher is a facilitator that promotes the construction of positive self-image, which helps to develop individual abilities and strengths.

We uphold the belief that the school´s basic role is to promote among the students the development of cognitive structures rather than solely the acquisition of specific information. It also promotes the transmission of knowledge, abilities, attitudes and values that permits the student to live happily in his/her society.