Nursery schools: the offer
The nursery schools welcome girls and boys from 3 months to 3 years of age and accompany their growth while respecting their individual development rhythms, because each of them:
- it has its own history and a life plan that is nourished through experiences and structured learning paths
- strengthens one's self-esteem by feeling like a protagonist and participant in building bonds with adults and peers
- through the proposed experiences, expresses one's desire to do, explore, think and develop one's talents and aptitudes through play
- it needs to be perceived in its entirety and uniqueness.
The educational intervention in the first 3 years of life consists of combining care activities with those that bring out the development potential of girls and boys, respond to their material and emotional needs, promote sociability and their interest in learning.
The day at the nursery is organized according to routine important, which are accompanied by educational proposals and play times: the welcome in the morning, the moments of personal care and hygiene, lunch, the moment of rest.
The organization of time in activities repeated every day (the routine) helps girls and boys to recognize and make the organization of the day their own, to gradually develop security and emotional stability in relationships with peers and educators.
To learn about the surrounding world, internalize concepts and find communication strategies, boys and girls need to have concrete experiences; this happens above all through play, an activity in which children progressively expand their ability to manipulate objects, build, imitate, make hypotheses and make small or large changes to the sequences of a game. For these reasons, educators design and set up spaces and activities in line with the needs of children and their needs for growth and autonomy.
The nursery encourages collaboration and dialogue between parents, male and female educators, united by the common goal of sharing good practices and strategies for the development and well-being of children.
Daily communication, the documentation of the experiences that mature at the nursery, the conversations between parents and educators, the section meetings are indispensable moments, which promote participation and educational co-responsibility between the nursery and families.
Welcoming a girl or boy with a disability or in a fragile condition means making a commitment to her parents and to the community. Also thanks to the contribution of the educational support staff, educators and parents collaborate in the drafting of the PEI - Individualized Educational Project, with the aim of identifying specific care paths and educational activities that promote the integration and growth of girls and boys.
To enhance and best finalize every educational action, the school also actively collaborates with the local area, social services and socio-health services.
Educators accompany girls and boys on their growth paths from nursery to nursery school, seeking and promoting continuity and educational coherence between different educational experiences.
Continuity means educating about passage and transitions, promoting curiosity and willingness to change, teaching girls and boys to constantly reorganize their resources and to welcome the opportunities for growth that different life contexts offer.
Updated: 29/08/2022