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:

USEFUL DOCUMENTS

GUIDELINES

P.T.O.F.

P.A.I.

SCHOOL CALENDAR

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

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.