Who we are

The school promotes the well-being of children and peaceful learning through the care of the environments, the preparation of educational spaces, the careful management of the entire school day. The child is at the center of educational action and attention to the individual is mediated and negotiated with the school community, the family and the territory. The centrality of the person and the personalization of the educational intervention take on great value, which together with care for the environment make it a welcoming and inclusive school. The collegial work of the entire educational community is flexible and open to constructive dialogue with families. 

School promotes the development of identity, autonomy and competence in children and prepares them for citizenship.

Consolidating identity means living peacefully in all the dimensions of one's self, feeling well, being reassured in the multiplicity of one's actions and feelings, feeling safe in an extended social environment, learning to know oneself and being recognized as a unique and unrepeatable person. It means experimenting with different roles and forms of identity: those of child, student, partner, male or female, inhabitant of a territory, member of a group, belonging to an increasingly larger and plural community, characterized by common values, habits, languages, rites, roles.

Developing autonomy means having self-confidence and trusting others; feel satisfaction in doing it yourself and know how to ask for help or be able to express dissatisfaction and frustration by progressively developing answers and strategies; express feelings and emotions; participate in decisions by expressing opinions, learning to make choices and to adopt increasingly conscious behaviors and attitudes.

Acquiring skills means playing, moving, manipulating, snooping, asking, learning to reflect on experience through exploration, observation and comparison between properties, quantities, characteristics, facts; it means listening to and understanding narratives and speeches, recounting and recalling actions and experiences and translating them into personal and shared traces; be able to describe, represent and imagine, "repeat", with simulations and role-playing games, situations and events with different languages.

Living the first experiences of citizenship means discovering the other to oneself and attributing progressive importance to others and their needs; become increasingly aware of the need to establish shared rules; implies the first exercise of dialogue which is based on reciprocity of listening, attention to the other's point of view and gender diversity, the first recognition of equal rights and duties for all; it means laying the foundations of ethically oriented behavior that respects others, the environment and nature. ''National indications for the nursery school curriculum of the first cycle of education'