Reassured from a health point of view (the rules aimed at containing COVID have strongly supported the use of open spaces) and consistent with the schooling we have always believed in, we have confirmed our garden as a privileged place - although not exclusive - for learning, well-being and relationships.
Outdoor education - a precise pedagogical orientation that recognizes the child's protagonism in educational action - has allowed, once again, to activate the strategies recognized as priorities for learning: motivation, gradualness, mutual learning... slow time, we add!
In fact, it is the need for knowledge that pushes us to make an effort to satisfy it; it is the awareness that the process of knowledge goes hand in hand with that of personal evolution that leads to respecting the times necessary to acquire new skills and knowledge; it is the social dimension between peers that strengthens self-esteem and promotes an attitude towards caring for others.
Under the attentive gaze of the teachers - who supported learning, accompanied discoveries, relaunched knowledge and allowed errors - the children were able to experiment - while respecting everyone's time and aptitude - all the fields of experience envisaged by the National Indications for the nursery school curriculum.
In thanking you parents for sharing the proposed path - despite the difficulties of this (another!) difficult year - I thank the teachers for the professionalism and dedication with which they accompany your children every day in the extraordinary adventure of growing up.
[1] F. Lorenzoni, Children think big, chronicle of a pedagogical adventure, Sellerio Editore Palermo, 2016
Italiano 
English 
