Why Au Grand Air ?

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Au Grand Air is a French expression that refers to optimum air quality. Au Grand Air School has an air purification system using the latest technologies providing the healthiest environment for children in Gurgaon.
Au Grand Air is also a reference to the French language and culture, which is well known for the quality of its nursery school education serving as a constant source of inspiration.
Our teaching method is based on the latest neuroscience researches that focus on the best conditions necessary for a child to develop in complete harmony.
Our pedagogy considers each child as a unique individual, who requires personal attention and care, as well as ensuring positive interaction with other children.

Our main objective is to ensure that the initial years of a child’s life being crucial, results in the proper development of various essential abilities and skills.
We prepare children for the life that lies ahead, wherein success, competence and happiness should go hand in hand.
The challenges of an increasingly connected modern world, where mastery of foreign languages is essential, is the primary reason why we offer education in both French and English. Our students at the time of graduation will be able to communicate effectively in two foreign languages in addition to their native language.
India is set to become a leading power in the years to come and our children will be the leaders of tomorrow.

Building

Within the architecture field, the relationship between design and education has gained prominence, especially when it comes to children’s education. The relationship between architecture, philosophy, and sociology is well known. Frequently, when designing, issues introduced by these fields work as tools to reflect upon the relationship between the space and the user. When we consider children’s education, we must go beyond ergonomics and think of architecture as an educational tool.
Therefore, the space-architecture-user experience triad is thought alongside other areas, as children have different needs, the process of assimilation and transformation happen in tandem.


Specifically within sociology, for instance, the process known as primary socialization – better known as infancy – is responsible for the intellectual build up and social habits that form between 0 and 6 years old, incurring social, moral, and behavioural notions in character formation.


Research shows that a baby is born with approximately 100 billion neurons, which are capable of making a quadrillion connections – five times more than an adult brain. Of these, around 80 billion are lost because even as a foetus the baby begins to form these connections, known as synapses, and the unused cells die. In other words, infancy is the main neural development phase in the
entire life  cycle and can have a significant psychic and physical impact in adult life.


Supported by researches from all over the world, much investment in childhood education has been made in the past few years. When it comes to architecture, many projects have been designed alongside educational methodologies.
A number of architects from all over the world have been contracted to develop school projects focusing on the spatial design of educational areas.
Usually, when we imagine a school or a classroom, we immediately think of the traditional model, with rows of desks, a blackboard, and the teacher at the front of the class giving lectures.
However, have you asked yourself why do most schools all over the world have this configuration?
The “current” model is not new at all; it is at least 300 years old. Why do we keep designing spaces as we did in the 19th century?
Time has passed, but the model has remained the same. Teaching methodologies have changed, but only a fraction of projects have followed.
With the emergence of alternative teaching methods the discourse has broadened.
The common ground is a design which considers not only children's ergonomics, but places them as co-authors, by allowing for spatial reconfiguration, open layouts, and featuring designs to work the physical, intellectual, and psychological systems.
In Au Grand Air We believe that the “physical, emotional, social, cultural, corporal, creative, intuitive and spiritual aspects are just as important as rational thinking.”
That is why we chose world renowned architect Mr Paul Le Quernec, a leading specialist in school construction who has built us a school where everything is optimized to serve children.
Our school, pedagogy and premises are geared solely towards the development of children.

Our Commitment

AU GRAND AIR  – Our values

Au Grand Air (meaning ‘In the open air’) is a kindergarten and day care. Think of us as the happiest place outside of your child’s home. Our promise is that every child in our care will enjoy a warm, safe, creative and stimulating environment where they become engaged and effective learners. Every teacher and caregiver at Au Grand Air is committed to helping parents strike a balance between family and professional lives. The individual and age appropriate pedagogical approach serves as a foundation for a lifetime’s love of learning and confidence building. This is a space where children can just be themselves, where their growth is self-propelled, and where their talents will naturally unfold.

The six core values that inspire us every day

  • MINDFULNESS

With the purposeful inclusion of mindfulness in our pedagogy, we leverage techniques that stimulate self-awareness, better focus, empathy as well as applying mindfulness skills to everyday life. The outcomes of which are joy, trust, gentle socialization and serenity.

  • KINDHEARTEDNESS

An educational environment where the entire team is supportive, and respectful with a common goal of achieving the well-being of children, parents, professional staff, and the entire community surrounding us.

  • COMMITMENT

Being mindful that parents trust us with that which is most precious to them, and that our actions affect the well-being of children and their families. Being aware of our responsibilities. Commitment to the development and fulfilment of our teams.

  • QUALITY

Constantly striving to improve the care we give to children and their families, the welfare of our employees and the satisfaction of our clients. As part of this process of continuous improvement we need to be willing and action-oriented.

  • TEAM SPIRIT

Believing in the talent and intelligence of each one of us and in collective responsibility. We consider that working together is a strength and that everyone can bring something to the table. We need to be supportive and share our difficulties and successes so we can grow together.

  • VISIONARY

In the coming years, India is set to become the world’s leading power. Our educational project is linked to this perspective. We rely on the latest research from neuroscience to provide the best for our children to be prepared for this modern global world. Adaptability is the key where our children will know at least three languages, their native language as well as two other languages.

Word from the Principal

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At Au Grand Air School, we have brought together innovation and expertise to create an exceptional learning environment.

We have adopted a pedagogy based on recent advances in neurosciences. A pedagogy where children are placed in an optimal environment to promote their growth and progress as we truly understand the vital importance of the early formative years and its impact on brain development in a child’s life.

We have designed a state of the art building to re-enforce and support our educational project. The spaces, volumes, shapes are perfectly adapted for a coherent and reassuring educational experience.

Our mission is to offer a stimulating multilingual programme, within an exceptional and highly innovative educational project that includes the latest technological developments, societal changes and new approaches to children’s evolution.

Our goal is to prepare children to become leaders in an increasingly interconnected world.