Trust takes time. And we understand time well.
113 years of experience in training children and teenagers.
113 years dedicated to teaching and learning.
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Making children discover the pleasure of learning: this is one of the main objectives of our Early Childhood Education. To achieve this, it is essential that the environment is affectionate and welcoming, allowing and encouraging a diversity of experiences and games in which children are, already at this stage of education, protagonists.
Kindergarten is divided into Kindergarten I, Kindergarten II, and Kindergarten, welcoming students from the age of 3. Classes have two teachers and a teaching trainee, who lead the work in more than 15 learning environments: language, art, and movement rooms, food court and gastronomy, as well as common areas of the school that the children also visit—such as the green roof vegetable garden and the place where waste sorting takes place, for example, where activities focused on sustainability are carried out.
The little ones explore as many experiences and sensations as possible: based on activity proposals from the teachers, they choose their own paths—with paint, clay, collage, paper of different colors and textures, scrap metal, stones, leaves, and many other materials. This process involves important skills such as decision-making, motor coordination, social skills, and respect and care not only for the materials but also for others. The creation of good habits is also encouraged—there are personal lockers for each student, promoting independence and organization, and books everywhere, ensuring that stories and, later, reading are always their companions.
We believe that the basis for a good educational project in Kindergarten is the balance between defining a routine with clear rules and inviting them to occupy the space around them with freedom, creativity, and autonomy. The educators’ role is to guide this process, providing the necessary support for each student to make their own discoveries, placing more value on asking questions than on crystallizing answers, as well as building individualities that can coexist harmoniously in their groups.
THE DEVELOPMENT OF SOCIAL-EMOTIONAL SKILLS PERMEATES ALL THE WORK AND IS ADDRESSED DIRECTLY OR INDIRECTLY. FEELINGS SUCH AS ANGER, FEAR, AND SADNESS, FOR INSTANCE, ARE RECOGNIZED, ACCESSED AND UNDERSTOOD THROUGH NARRATIVES, A FORMAT WITH WHICH CHILDREN HIGHLY IDENTIFICATE. KNOWING ONE’S OWN EMOTIONS AND LEARNING TO UNDERSTAND THEM AND REACT RESPONSIBLY TOWARDS ONESELF AND THE COLLECTIVE IS ONE OF THE CENTRAL ASPECTS OF THE PROCESS OF SELF-KNOWLEDGE. BUT EVEN WHEN IT IS NOT A SITUATION THAT BRINGS A SPECIFIC DIFFICULTY, THE FORMATION OF THIS EMOTIONAL REPERTOIRE IS A CONSTANT FOCUS.
