Integrated nursery
We want to guarantee children under three years of age an adequate response to their growth process. The primary objective is to help them achieve the highest level of personal and effective autonomy possible, respecting the different developmental stages.
The integrated nursery offers the possibility of acquiring knowledge and expressing forms of sociability different from those experienced within the domestic walls, of establishing diversified relationships with adults and peers outside the family.
The psycho-motor, emotional and social needs of children are at the center of our educational project, which is carried out in a welcoming and stimulating environment, in which to peacefully get along.
To achieve the objectives, we plan activities and structure educational spaces after a period of orientation, which represents a delicate and particularly significant moment for the child. By leaving the familiar environment and encountering completely new spaces, objects and adults, they are asked to learn new habits and share almost everything with other children. An emotionally complex experience, which must be mediated by educators and parents who, together, collaborate to allow the child's positive inclusion in nursery school.
Our programming includes free activities and structured activities, in addition to routine moments.
Routine activities are repeated every day, always at the same times, and are very important for the child, because they help them to internalize and punctuate the day, guaranteeing a sense of security. They are socialization activities, development of individual autonomy and care. In those moments, a close and individualized relationship is created between the educator and the child, leaving room for highly effective gestures and attitudes.
Structured activities are those organised, studied and planned for children by educators. They respond to specific educational objectives and stimulate the child to learn, experiment and explore different materials, having experiences different from those of the family environment. They require concentration and repetition and are done in small groups.
Structured activities can be:
Graphic/Pictorial
Very useful for learning to easily and immediately express emotions, moods, feelings and perceptive levels of reality, using different painting techniques (wax crayons, water colours, markers, painting with little feet and hands).
Manipulation of different materials
It is one of the most important experiences, because children learn about the world through their senses and through these they develop their intelligence, learning concepts such as inside-outside, soft-hard, wet-dry. The contact of the materials with the hands awakens pleasant sensations and allows overcoming the "getting dirty" taboo.
Psychomotor
They are aimed at the development of coordination of the limbs, the sense of balance, the knowledge of one's own body scheme and the manifestation of psychophysical expressiveness.
Music
They involve drama, singing and nursery rhymes, which encourage listening and imitation skills and develop memory, concentration and verbal language.