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Nir for Science, a subsidiary of Nir Galim for Kindergartens, operating in the educational field since 1988, in the development, manufacture and marketing of unique and designated learning furniture and equipment, appropriate for kindergartens through schools, as well as municipal systems and museums.
Since 2000 it has been marketing unique and designated products of its own development, and also marketing the products of Nir Galim for Kindergartens abroad.
In developing and manufacturing its products the company has been guided by a number of principles:
- Comfort and adaptability to the physical capacity of the user
- The use of natural, quality materials in keeping with International Standards (ISO 9002).
- The collaboration of professionals, including educators, supervisors, designers and engineers (in the whole planning process)
Nir for Science products are sold to educational institutions and include large format thinking games (Thinking Big), thinking laboratories for kindergartens (Think Kids), and equipment for science playgrounds.
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Nir for Science’s market includes the following sectors:
- Municipalities and local councils
- Private kindergartens
- Children institutions
- Community centers
- Schools
- Museums
- Science parks
- Children hospitals
Nir for Science’s series of products is unique and adapted for designated activities. The activities are adapted to the activity times of educational institutions as well as after-school activities and community service activities.
Our products have been designed with the collaboration of educators, supervisors and designers, with the use of quality materials in keeping with international standards and bear the international ISO 9002 standard label.
Nir for Science’s marketing activities are exemplified by some of our key products:
1. Science installations in the playgrounds of educational institutions for kindergarten and school children.
The science playground places its emphasis on the child and all of his developmental needs. The activities provided by the playground stimulate activity in all areas of development: the sensory field – a range of sensory experiences (seeing, hearing and touching), the general and finer motor skills, with a large emphasis on coordination, orientation in space, movement planning, and the like in the emotional and social areas, and the cognitive area – to enrich vocabulary and concepts, investigation and discovery, making assumptions and checking them, deduction and generalization, confronting the problems of generalizing and integrating different subjects.
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2. Large thinking games for recesses in school activity
Games are a meaningful and important component in child development, cultivating a large number of skills like thinking, logic, interpersonal communication, movement, study, memory, experience and guided imagination.
Nir for Science has developed a series of games, Thinking Big, in large format, which are a new and refreshing breakthrough in the game area. The games’ large dimensions create new interest and bring additional senses to play in recognized games.
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The larger dimensions of the “game” create new interest and stimulates additional senses. The ability to install it in educational centers and to organize activities about it creates an interactive scene with many participants of different ages. It makes it possible to channel children’s latent energies and, as a corollary, assists in diminishing violence in their free activities.
Installing the larger game in centers of child activity facilitates the active participation of large number of children, facilitates initiated activities with large numbers taking part in the game, provides one more element in enriching the child and channeling children’s energies into positive directions and thereby also assists in diminishing violence.
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3. Thinking centers for kindergartens (in collaboration with Eshcolot Thinking Ltd.)
It is our belief and knowledge that already at an early age children can be taught a culture of thinking. We can contribute to the development and internalization of such thinking skills as: the capacity to plan and to make decisions, to solve problems, to employ the laws of logic, improve memory, cultivate creativity. We can also reinforce emotional and social resources by transferring game situations to situations of daily life.
The most important aim of education is not to transfer information but to emphasize the cognitive skills involved in the process. The improvement of cognitive skills will help the learner acquire knowledge more easily and more effectively in any area he desires, and his emotional and social resources will guide him safely on any path he chooses.
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Nir for Science has joined with Eshcolot Thinking, Ltd., which has developed the methodology behind thinking-teaching, and has planned and designed an inviting and comfortable environment for Kindergarten Thinking Centers to be marketed jointly by the two firms, with each firm making its own special contribution to the Kindergarten Thinking Center.
4. Activity equipment and kindergarten furniture (provided by mother firm, Nir Galim for Kindergartens).
Our experience in the kindergarten market has led us to an increasing awareness of the ties between physical structure and the equipment in the educational environment, and the quality of the staff’s work in this environment, and, as a result, the kind and quality of education received by the children.
The principle guiding Nir for Science’s products has been the concept of the flexible and varying employment of modular furniture, constructed in strict conformity with the criteria of human engineering and designed in a manner facilitating active and enjoyable learning, with maximal use of the given space according to changing needs. This approach makes it possible to create an esthetic and changing educational environment, providing proper answers to the child’s needs at different stages of development, and to the needs of the educational and auxiliary staff.
Nir for Science also provides counseling and planning services in everything concerned with the establishment and organization of educational institutions for younger children in all their forms.
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