PROJECTS THAT START WITH BOYS AND GIRLS

The planning that leads to the practical and theoretical choices of the teaching staff finds justification in the occasional and then systematic observation of the boys and girls and the resulting needs analysis. Within the various educational and didactic paths periodically chosen, we try to give ample space to what is considered a privileged source of learning: "play" in its many forms (free, symbolic, guided, etc.). In addition to this, the experiences deriving from "exploration" and "research" are considered of the utmost importance since this type of methodology, despite being simple and appropriate for the age of the children to whom it is addressed, has a "scientific" character capable of exercising cognitive processes present in daily action.

The common thread of all the experiences implemented remains the "life of relationships" which, although representing a natural source of active communication between children, requires continuous attention from the adult towards the signals that the children themselves send, bringing out their real needs.

The educational proposals designed in this way allow us to build paths capable of satisfying the objectives and goals set by the national indications for childhood while respecting the times and needs of all boys and girls.

To accompany boys and girls on a growth path that sees them as active and critical protagonists of the experiences they live, we therefore think it is necessary to build an educational project that feeds on questions, observations, listening, interpretations and that prepares situations that can bring out the research interests and curiosities of the children themselves.

An educational project in which there is room for the unexpected and the unexpected, made up of slow times that support reflection and sharing, which generates further questions and curiosity, which does not focus mainly on what to do, but, rather, on the how and above all the why of the chosen proposals.