LEARNING EXPECTATIONS EARLY YEARS TODDLERS 1
Muchness lives where curiosity
meets care
Finding Muchness by Kobi
2026 Theme of the Year
Our mission Escola Concept
offers an academically rigorous, challenging, inclusive, global education designed to develop happy and thoughtful human beings who positively impact the world we live in. The school's program is designed to nurture the dispositions of lifelong learners who collaborate to co-create, embrace an entrepreneurial mindset, understand the meaning of living sustainably, and are globally and digitally fluent. Learners apply habits of mind to their daily actions, use the language of thinking to communicate, and understand the elements of design thinking to problem solve and innovate. Learning is facilitated and assessed through relevant, project-based experiences. Upon graduation, learners will be prepared for their university of choice in Brazil, or elsewhere around the world.
Nossa Missão
FOUNDATIONAL LEARNING PER GRADE LEVEL EXPECTATIONS
The National Curricular Common Base (BNCC) organizes learning into 5 Fields of Experience. This document provides you with clarity on what is the learning expectations per grade level.
MYSELF, THE OTHER AND OURSELVES
BODY, GESTURES AND MOVEMENT
TRACES, SOUNDS, COLORS, AND SHAPES
SPACES, TIMES, QUANTITIES, TRANSFORMATIONS, AND RELATIONS
LISTENING, SPEAKING, THINKING, AND IMAGINING
MYSELF, THE OTHER, AND OURSELVES
Explore the school environment, distinguish and name its spaces; and relate to classmates, although without group bonding.
Explore the physical space and play close to classmates and educators in an attractive and stimulating environment, demonstrating investigative behavior.
Use verbal and non-verbal language to communicate with the social environment.
Have contact with the environment, people, and living beings of the school, through the senses, while acquiring the first notions of personal care.
Manipulate and explore objects and toys, discover their properties (sounds, colors, textures, smells, and shapes), and test different possibilities of uses.
Demonstrate social reciprocity, being able to recognize the result of their actions.
BODY, GESTURES, AND MOVEMENT
Move through space intentionally.
Express themselves through the body in movement.
Manipulate, throw, and roll objects freely during play, performing grasping, snapping, and throwing actions.
Exercise the possibilities of the body in interactive moments.
Imitate gestures and movements.
Interact and reproduce features evident in the surroundings.
Start the first body care, such as washing hands and paying attention to physical risks.
TRACES, SOUNDS, COLORS, AND SHAPES
Perceive and accompany with the body sounds and short-term guided musical activities; explore sound materials, seeking to produce sounds.
Make sound producers with recyclable resources.
Express themselves through simple lines, curves, spirals, and multiple circles (random motor experimentation).
Relate to different materialities, varying in size, texture, temperature, color, and shapes, in addition to the spaces of interaction.
Handle different textures, such as playdough, clay, papers, scraps, etc.
Explore different gestural and spatial movements.
SPACES,
TIMES,
QUANTITIES, TRANSFORMATIONS, AND RELATIONS
Observe and research in explorations that generate cause and effect relationships (overflow, dye, mixtures, move and remove, etc.)
Allow themselves to experience rhythms, speeds and flows, and interactions in play.
Compare differences and similarities between objects through varied manipulation.
Perceive the routine by participating in a sequence of simple activities, which are repeated in the same order.
Explore the space around.
Act and observe the environment, manipulate objects, experience and make discoveries.
Manipulate and explore objects and toys, discovering properties (sounds, colors, textures, smells, shapes, and different possibilities).
LISTENING, SPEAKING, THINKING, AND IMAGINING
Replace gestures with speech, using different languages to make themselves understood.
Observe the writing/reading situations in the environments in which they are.
Participate in adult storytelling situations.
Participate interactively in storytelling moments.
Observe everyday situations of writing and reading.
Recognize elements present in the illustrations.
Identify themselves by their first name, answering when called.
Answer and understand commands in native and foreign languages.
