Teachers

MONIKA KONIECZNA-KOWALCZYK

Managing Director

Co-founder and co-owner of Kids’ Academy, managing director.

Graduate of a medical academy.

MAGDALENA EYSMONT

Managing Director

Co-founder and co-owner of Kids’ Academy, managing director.

Graduate of Warsaw School of Economics.

KLAUDIA KORPOWSKA

Preschool Headteacher / English Program Coordinator

AGNIESZKA WALCZAK

Assistant Headteacher / Teaching Assistant

DOMINIKA KOKOSZKA

Psychologist

NABILA IBRAHIM

Native Speaker

HELEN MURIUKI

Teaching Assistant

I'm a teacher with a strong commitment to developing young minds and creating a welcoming learning atmosphere. I have strong communication skills, a passion for early childhood education, and a strong commitment to assisting the lead teacher in creating a dynamic and engaging classroom environment. I thrive in collaborative settings, prioritize student well-being and am eager to contribute my enthusiasm and skills to help create an enriching educational experience for our young learners.

DOROTA TKACZYK

Lead Teacher

“Children are so full of joy; they don’t hide their emotions, but say what they think; they have incredible imaginations and working with them means discovering the world anew each and every day”

Education

ELŻBIETA ŚWIĘCICKA

English Teacher

Working with children I look after their overall harmonious development, at the same time, paying attention to individual needs of every child. I want the children to learn in a creative and care-free atmosphere. There is nothing more precious that a child’s smile and a trusting look on their face.

Education

ŻANETA MADEJ

Lead Teacher

Education

MICHALINA BRAŚ-WIERZBICKA

English Teacher

Education

KAROLINA GRZELAK

Lead Teacher

Education

ALINA KYSIL

English Teacher

Education

MACIEJ PONIATOWSKI

English Teacher

Education

RENATA SŁUŻYŃSKA-PUSZ

Lead Teacher

Education

KATARZYNA RABCZUK

English Teacher

“My utmost goals in working with children is making them associate learning with pleasure and building solid foundations for their future language acquisition. Every day I try to bring out the natural potential of my students, their energy, enthusiasm, curiosity about the world, creating lessons based on songs, games and physical activities.”

Education

DOMINIKA PIETRAS

Music and Movement

Eurhythmics (Music and Movement)

Eurhythmics in music teaching is the best form of artistic education. The method introduces children to various ways of experiencing music: through dancing, singing, playing instruments, improvising with instruments and movement.

These activities have a significant impact on musical development, influencing correct sound intonation, voice emission, sense of rhythm, sensitivity. They also influence children’s understanding and sensibility to other art forms.

Eurhythmic exercises activate the body and mind of the child, developing their co-ordination, enhancing their intellectual abilities: concentration, perception, analysis and memory.

Music and movement gives children a sense of freedom and of their own innate potential, and develops their imagination.

My music classes are based on the methods developed by Emil Jaques-Dalcroze, Carl Orff, Batti Strauss and Klanza.

Keyboard

Playing an instrument has a positive effect on a child’s development. It stimulates their psycho-physical development, improves manual co-ordination, develops their aesthetic sense and above all their musical talents.

Learning to play an instrument stimulates both the left and right sides of the brain. It improves memory, concentration and creativity. It allows artistic expression (free jazz through improvisation).

In the initial stage of working with pre-schoolers, I use the ‘learning by ear’ method, which focuses on ‘tuning the ear’ to sound, and ‘mobilising fingers’, or developing the agility that will allow the child to play notes that are intentional rather than accidental.

We focus attention purely on movement and sound – eyes control fingers and ears control the sounds they produce.

During lessons the children discover, through means of play, the shape of the instrument, and its range of high and low tones.

In lessons, children are introduced to a short song which they try to play and sing by ear, thus developing their musical memory. A third of lesson time is dedicated to learning musical notation.

Education

KALINA KWIATKOWSKA

Speech Therapy

Kalina studied psychology at WSFiZ (University of Economics and Human Sciences in Warsaw) and Speech Therapy at SWPS (University of Social Sciences and Humanities in Warsaw). After graduating, she completed a year’s internship at the ASAN Centre for Development Support.

“For me, a child’s smile and willing cooperation are the greatest rewards for my work, and that’s why I do my very best to make sure they are happy to attend my classes.

A friendly atmosphere is the key to motivating both children and their parents. This is particularly important as the best effects are achieved when therapy is not limited to a 30 minute session, but when children and their parents are actively involved in the therapeutic process.

As a speech therapist I continually develop my therapeutic interests and skills, actively participating in training courses and co-operating with other therapists.

RENATA KARNIŁOWICZ

Physiotherapy

Physiotherapy, or correcting postural defects, consists of exercises which prevent or correct motor defects in muscles and ligaments.

"My classes in preschool are generally aimed at the prevention and early detection of incorrect posture in children. They learn basic corrective exercises to stretch and strengthen weak or contracted muscles."