The concept of interdisciplinarity challenges traditional teaching methods, which aimed at the direct transmission, memorization, and reproduction of knowledge. Interdisciplinarity refers to the way the Analytical Program is organized, abolishing discrete subjects as a way of organizing school knowledge and treating knowledge as a unified whole, approached through the expansion of topics, issues, and problematic situations that are of interest to children.

The interdisciplinary curriculum for kindergarten includes five cognitive areas.
A) Child and Language, language activities related to oral and written speech.
B) Child and Mathematics, activities of logical mathematical thinking.
C) Child and Environment, development of concepts and activities from the social and natural world.
D) Child and Creation-Expression, activities of music, visual arts, physical education, and drama.
E) Child and Informatics.

[...] This book does not aim to provide a program-recipe for implementation in the kindergarten classroom. Its goal is to support educators, with the proposed elements, in their effort to develop their own program that will respond to the experiences, knowledge, and needs of the children in their class, and also be in line with the basic principles of interdisciplinarity.

It seeks to be a supportive material in this effort. After all, both the dynamics of the group and the personality of each educator are unique in each case, so every year the educator decides and readjusts their choices with the aim of maximum responsiveness to the demands of their class and the purpose and objectives of the program.

Finally, it is worth noting that the proposed worksheets do not aim to be disconnected and scattered materials for children's engagement, but have a representational character and serve as criteria for evaluating the concepts that have already been approached experientially by the children.

(from the author's preface)