The daily rhythm, in which on each day, the different moments are temporally organized to balance between contraction and expansion. Throughout the day, the child benefits from regular breathing, accompanied by moments of self-initiated activity, group moments, and moments proposed by the adult. During the first seven years of life, and in particular, from 3 to 7 years old, children go through different stages of development, and it is essential that the adults around them understand and support them with adequate support for their needs.

In this way, the day unfolds in this breathing gaze from inside and outside, with me and with the other, my initiative, and the group's following.

During the morning, children have at their disposal the possibility of free play in the room, as well as a proposal by the living adult who can go through painting with watercolor, modeling, sewing, carpentry, cooking, and cleaning, which happens simultaneously alongside free play. These are moments in which the child, starting on his initiative, walks around the room, explores the materials, looks for playgroups, recognizes himself as I in the exploration of movements, and social learning, and asserts himself in his world. Then follows the rhythmic circle, a very special moment, which is brought with the intention of exploring each season of the year, through songs, gestures, movements, finger games, and joy. This moment is also essential for the child to experience rhythm and creativity, these are moments that bring an experience of the whole, of unity with the group, with the world, I am part of the whole and each whole is part of me. Recognizing each child in the group, and experiencing gestures, words, and qualities of each moment of the year is also allowing the child to find himself in his humanity. The wheel enriches the child's play as archetypal movements, typical of human beings, detailed gestures and broader gestures, three-dimensionality, being inside and outside, me and you are us!

After these moments, there is another moment of expansion in which everyone plays outside. This play is also accompanied by the possibility of different day-to-day experiences of taking care of the garden, making the vegetable garden, tending to the compost, and washing or hanging clothes. All of them are accompanied by the pedagogical intention of taking care of the world around us, on a daily basis, not as something that is not part of us but as something intimately connected. Taking care of the earth is a daily experience that the child accompanies because he is directly involved or because the adults around him do it and he is permeated by that same feeling.

The children have lunch after playing in the street, and this is also a group moment when socially we meet in smaller groups for the meal. The colors, textures, smells, and flavors have already reached the child because some foods are prepared in the rooms, the moment of the meal is the communion with the world. The children have moments of silence at the beginning and end of the meal as an experience of veneration for what they receive, verses and finger games accompany these moments. And the moment is one of tranquility and a close relationship with each one, the children are actively involved at this moment, be it serving lunch or taking away the dirty dishes, while they talk, taste, and nourish themselves in addition to the food they eat.

We ended the morning with the moment of the story, in which the children are led by the voice and gaze of the adult who accompanies and follows them affectionately, in the world of inner images, where each one can create and be a creator of their inner space.

For families that need it, the afternoon is made up of the family support component, which consists of rest, lunch, and playing outside. For children in the last year of kindergarten and who eventually do not reveal the need for such a long nap due to their age and the observation of the educators, they can be referred to a calmer period, in which they participate in preparing the room for lunch, or another experience of processes that start from pedagogical observation for the group.