The programmatic assumptions of the Przedszkole Gedania 1922 project focus primarily on :
- free play in foreign languages for the youngest children,
- fostering innovative attitudes that reduce the gap between scientific-technological and humanistic civilization,
- technological preparation for self-education, and the development of students' individual predispositions in light of Howard Gardner's theory of Multiple Intelligences,
- bimonthly project-based activities for preschoolers ranging from astronomy to microbiology.
Everyday we spend time on a seven-hectare educational environment in which children move freely among four playgrounds, eight sports fields, and a park filled with mature, old-growth trees. Envision an educational model in which, for the first time in Poland, preschool curricula incorporate topics such as astronomy, anatomy, and microbiology; where educators communicate with children in Polish, while language instructors use exclusively English. In this setting, children conduct experiments in a fully equipped chemical laboratory—such as producing ice cream using liquid nitrogen—while simultaneously spending the majority of their time outdoors, engaging in self-directed play and participating in daily sports activities.
Alongside this educational framework operates a sports club whose developmental philosophy is not based solely on competitive outcomes, but rather on values education, group relationships, and enjoyment of physical activity. Within this integrative and carefully designed environment, a new model of education is being developed—one that places equal emphasis on the child's scientific, physical, and emotional development, and that recognizes the interdependence of these domains in supporting holistic growth and lifelong learning.
The project aims to promote a knowledge-based civilization, to keep information up to date, and to cultivate creative attitudes within the framework of free play. An important role in this educational model—alongside professional competence and substantive preparation—is played by the form of the relationship between teacher and student.
The type of relationship referred to as a "supportive relationship" is considered the most appropriate for education as well as for the emotional and intellectual development of a human being. One of its reflections is, among others, the teaching concept developed by Dr. Agata Hofman, based on didactic cooperation and the development of creativity. This principle applies to every age group.
While the guidelines of such a relationship seem justified in working with children, this is not necessarily the case in cooperation with adolescents and adults (they are, of course, often declared, yet in practice the teacher–student or teacher–university student relationship is frequently rather distant). The principles of a supportive relationship appear logical and are intuitively accepted by all of us; however, in the heat of teaching activities—especially under time pressure—it turns out that we are not always able to meet the requirements of such a relationship.