Spring

The moment in which children begin their journey in the school world is an important and delicate one that has to be managed with the utmost attention. That is why we have a Spring section, the pre-school preparatory section, where 2 teachers welcome a maximum of 16 children between 24 and 36 months. 

The main objective here is to create a bridge between the family and school environment, supporting the child’s process of integration. “Help me to manage by myself” is the Montessori principle that inspires our educational action. The teachers are the loving guides that give orientation, fully respecting the times and potentials of the child.

Particular attention to the activities, playing and the opportunities that the class space offers is fundamental to start an educational adventure together, based on the right conditions, and in this way help the children to:

  • Become aware of their identity, become confident and learn the initial rules of social life
  • Create positive relationships with the others and the environment
  • Become aware of their needs and emotions to start to manage them and express them in an appropriate way

Our offer

  • Services

    ORGANIC, LOCAL SCHOOL MEAL

    Cafeteria

    The AIS cafeteria is a real and true school project with various age-dependent, educational objectives. Taking care of the environment and the meal quality is certainly part of this project; for this reason the school has carefully studied the local organizations so that the meals served are mainly composed of ingredients that are organic and local. The proposed menu is authorized by the local authorities and is constantly reviewed to make all the improvements possible so that lunchtime is an all-out positive experience for the students.

    NO SATURDAY SCHOOL

    NO SATURDAY SCHOOL


    Hours

    From 8.30 to 16.00, from Monday to Friday. Shorter school day and part-time possibility.


    Typical day

    8.00 – 9.00:

    arrival and classroom welcome with free exploration of the various Montessori tools and symbolic games

    9.00 – 9.15:

    Good Morning song sung by the entire group to greet and meet each other again

    9.15 – 9.30:

    snack

    9.30:

    *division into subgroups that have one teacher as their main reference

    9.30 – 10.15:

    one teacher guides the children in a chosen activity in the classroom and the other in the body space room

    10.15 – 11.00:

    the teachers swap places and activities remaining with the same group

    11.00 – 11.30:

    English first group

    11.30:

    first end of school

    11.30 – 12.00:

    lunch

    12.15 – 12.45:

    English second group

    13.00 – 14.00:

    relaxed playing with reading

    14.00:

    second end of school

    13.15 – 15.15:

    rest

    15.15 – 15.40:

    snack

    15.40 – 16.00:

    preparation to go home

    *During the week the teachers take turns to be present in both groups in order to maintain a qualitative relationship with all children

  • ACTIVITY

    PHONOLOGY ACTIVITY

    PHONOLOGY ACTIVITY

    The phonology activity for the 18/36 months age group is conducted by reading books, nomenclature, bits of development and language growth, nursery rhymes, listening and repetition of sounds and phonemes. Motor and sensory activities with repetition of sounds and phonemes.

    NUMERICAL INTELLIGENCE ACTIVITY

    NUMERICAL INTELLIGENCE ACTIVITY

    Purpose

    Starting from birth, the very first reasoning systems are connected to Math. Therefore the possibility to count, regroup, understand little or a lot, measure and weigh is experienced as completely natural in everyday life, following the growth of each child and their needs to increase specific knowledge.

    Objectives Develop numerical intelligence potentialities.

    • Start making experiences related to quantity, weights, measures, classifications and geometrical forms,
    • Start using language related to spatial, temporal and logical indicators.


    Decanting Activity

    • Counting images and objects
    • Specific fairytales
    • Dimensional objects, weights, different quantities
    • Counting the children present in the circle and asking them to count amongst themselves.

    SENSORY – ARTISTIC ACTIVITY

    SENSORY – ARTISTIC ACTIVITY

    Purpose

    The purpose of the sensory-artistic project is to guarantee children’s development of neurological potentials. Our learning abilities diminish with increasing age and for this reason it is of fundamental importance to adequately stimulate and nourish the child’s mind, especially children between 0-6 years of age. In these years the mind of the child is more plastic and absorbs everything that the external environment offers, in this way expanding its neuronal network. The objective of the sensory project is to offer qualitative stimuli, which associated with a focused attention, activates the child’s brain expanding its synaptic connections. Several senses are stimulated simultaneously (for example sight, hearing, touch) and more synapses are created at the neuronal level. The experiences that are offered to the children increase their curiosity, the quality of an open mind and the basis for becoming an attentive explorer and observer of the world.

    BODY AND DYNAMIC EXPRESSION ACTIVITY

    BODY AND DYNAMIC EXPRESSION ACTIVITY

    Purpose and objectives:

    • Social affective development
    • Psychomotor coordination
    • Linguistic abilities
    • Symbolic abilities

    The activity of the mind and the movement of the body are inseparable. Movement and intelligence are interdependent:
    motor autonomy and control are equivalent to thought autonomy and control. Children’s actions always imply intelligence; they require answers and questions to the thought: What do I do? What do I have to do? Where do I have to go? Thought promotes the coordination between two interdependent mental operations: kinesthesia, or rather the awareness of movements of the various parts of the body or proprioception, or the the intuition that children have, in the actual moment of acting, of its positioning in space and in the present, in relation to objects. The body’s scheme or the mental map of one’s own body, of the upper and lower part, is created in the mind, and an increasingly better body balance is created and coordinated and therefore intelligent actions are carried out, because they are guided by the mind.

    Activity:

    • Pushing with the feet
    • Bicycle
    • Walks
    • Stepping backwards
    • Crawling on all fours
    • Walking with crossed legs
    • Snow angels
    • The slithering snake
    • Rolling over
    • Cartwheel
    • Crane
    • Hops

    MUSICAL EDUCATION ACTIVITY

    MUSICAL EDUCATION ACTIVITY

    Purpose

    The objective of this project is to develop the auditory ability of the child as much as possible, which we know is strictly connected with the development of language. The mechanism that assists in the assimilation of musical characteristics is in fact the same that is used for the acquisition of spoken language. Children are often immersed in a continuous “background” of noises and sounds (radio and television continuously turned on and at high volumes; electrical appliances; adults that speak loudly) and this noise miseducates in listening and concentration. Quiet is therefore a fundamental fact to value words and sounds, which therefore should be dosed.


    Objectives

    Foster the ability of the voice to reproduce spoken and sung language; develop the capacity to observe, to explore, to concentrate, to experiment, to invent; develop the capacity to know how to listen and therefore to know how to put yourself in relation with others; foster the capacity to appreciate listening to music, to understand it intelligently and listen to it with an attentive ear; promote the balanced development of the child through musical play, which coordinates listening, emotional experiencing and bodily movement.

    ENVIRONMENTAL SUSTAINABILITY ACTIVITY

    ENVIRONMENTAL SUSTAINABILITY ACTIVITY

    Reading a book which will be referred to in order to experience poetic language with the body and create activities leading to the construction of a booklet with the tree as the main subject. The tree will then be considered as a living being and will be given eyes, feelings and moods to reflect those of each child.

    ENGLISH LANGUAGE PROJECT

    ENGLISH LANGUAGE PROJECT

    A native English speaker specialized in the Montessori method carries out recreational, singing and movement activities to engage the children in listening, learning, repetition of vocabulary and English phrases.

    Purpose

    Familiarization with the English language and learning simple vocabulary following the course of activities carried out in Italian (colors, objects, phrases, geometrical figures, numbers, songs) and verbs associated with actions.

    Objective

    The objective of the project is to create a relationship with the native speaker reference figure who teaches through play materials, songs, images and the use of object words in English, that therefore allows the child to express vocabulary in a new language connected to a pleasant experience

    Materials

    Images, videos, songs, objects, work on paper, bodily movements to associate verbs.

  • TEACHERS


    Valentina Tinelli

    Teacher

    Valentina Tinelli

    Teacher

    As a head of childhood communities, Valentina has twenty years of experience in childhood education as a teacher for children from 0-3 and as a leader and creator of expressive workshops for every age. She is also a Smile volunteer following her training in Clown Therapy.

GALLERY

    AIS Assisi International School

    Via Cristoforo Cecci 2C,
    06081 Santa Maria degli Angeli - Assisi (PG)
    Tel: +39 075 9471123 e +39 371 1337341
    E-mail: ais@fondazionepatriziopaoletti.org

    Contact us for information and enrollment

      Copyright AIS Assisi International School