Training Offer Plan

- Present your own educational context
- Explain educational and training objectives and practical methods of implementation
- Create a shared language between parents and educators regarding the topics covered and the methods implemented.

In this document we will find what we do and how we do it, what sets us apart and what we are passionate about.

Who we are

The Scooobydooo nursery was founded in 2001 with the aim of creating a family, peaceful and welcoming atmosphere for children and their families. In 2010, following the parents' requests, kindergarden was born with the aim of giving continuity to the work of the nursery. There is no greater joy than seeing children come to school with enthusiasm and a big smile ... seeing them grow up, eager to do activities and learn ... it means that we are doing our job well!

Montessori inspiration

Our fundamental objectives are balanced growth, well-being and the serenity of the child. Every child is welcomed in their individuality, personality and specific needs that become the basis for a specific growth path. Our school is welcoming and playful, able to offer security and a sense of belonging, considers children as active subjects, engaged in a process of interaction with classmates, adults and the environment. The careful attention to relationships, to the affective-emotional aspect next to the didactics, allows a "circular" work in which each child is at the center of his personal experience of growth. The school environment is characterized by being "child-friendly" with proportionate furnishings and objects , where to move naturally and spontaneously.

The harmony and care alongside organization and order allow children to develop a positive psycho-affective dimension, with characters of reassurance, a sense of belonging, self-confidence and trust in others. The role of the adult is a role of protection, of stimulation but above all of facilitation: it creates the environment in which the child can explore and learn; the discovery of the world is also the discovery of self.

Our projects

English with native speakers
English language teaching is an important choice that sets us apart. We offer our children the chance to experience playful learning by making the most of the intellectual vivacity and curiosity that children at this age have. Learning while having fun is also a pre-learning, in this way the children will also associate study and pleasure in the future.

Cooking
Explore, manipulate, create and taste. Our "little chefs" project enhances everyone's skills and teaches respect for food and for those who prepare it. He also teaches to think in terms of process (what comes first and what happens next) and quantity.

Gardening
Knowing the earth, the fruits and the flowers helps children first of all to understand the succession of the seasons and therefore to understand the passing of time. He then teaches to "take care". The fact of being able to observe a growing seed and knowing that one's intervention is fundamental for the development of the plant strengthens the child's self-esteem and self-worth.

Didactic cards
We encourage learning by creating stimulus situations to help children introduce the idea of ??calculation and pre-graphy. We dedicate time to the frames, hatches and numbers games. All this allows children to create patterns they will use in primary school.

Free play and symbolic game
To grow you have to play! This is one of the things we know best. It is for this reason that every day we favour the experience of the game by letting children invent situations or use materials. Inside the school there are many stimuli:
the kitchen, the disguises and much more. But what we observe and support is the possibility that the child, through play, experiences parts of themself and increases his own and the other's knowledge.


Motricity
Self-knowledge passes from the knowledge of one's body in space and in relation to the other. For this reason we pay particular attention to creating games or situations of movement in which the child can experience his own skills, know their limits and gradually overcome them.

Music
Songs, musical instruments, the discovery of rhythm are all stimuli we use to create a rich, lively and child-friendly environment. The music accompanies and sanctions moments and rhythms of the school helping even the little ones to understand the various moments.

Theater and drama
We use the story to explain concepts that are a bit more complex or to help children deal with emotions. Theater and puppets help us to stimulate attention and create a different way of learning. The experience of acting iallows the child to experiment with different roles and to enrich their personality. Parents have the opportunity to observe their children on stage a few times during the year. The shows are bilingual or in English only. Children demonstrate how easier it is to learn English at this age.

Manipulation activity and pictorial graphic
In addition to gardening and cooking, we like to propose manipulation games with the modeling dough and much more! This is because learning passes from all senses and touch is fundamental. We also give ample space to colours, to painting, to drawing because we believe that the graphic expression allows the child better to talk about themself and their emotions.

Educational outings
Starting from the assumption that the external environment offers numerous stimuli that must be processed and codified, we offer our children to learn through educational outings designed according to age and program of the year.

Body education
uses movement as a function of the development and growth of the child. Considering the action as an essential element in the process of maturation of the person in relation to all its parts, bodily education becomes a unifying element for all that favors growth and learning to be done. In this regard, Maria Montessori writes: "education and refinement of the senses, widening the field of perception, offer an ever more solid and rich basis for the development of intelligence". Starting from the spontaneity of the child and the pleasure that he test in the game and in the actions, a series of sensory and motor experiences are structured that allow a contact with oneself and with the outside.

*Swiming
In the 360 ??° service logic we offer the possibility of a swimming lessons; we believe that sporting activity is really a "gym of life" in the logic described for psychomotor skills.


Our professionals


The educational coordinator
sets the activity of all groups; monitors progress and intervenes by observing and suggesting to staff the best pipelines to use. Trains staff and take care of relationships with parents.

Our teachers
all our personnel are chosen with extreme care based on both professional skills and personal characteristics. Those who work with us do so out of a desire to be with children, to see them grow, supporting a path of constant and absolutely individual development. We encourage the exchange between educators and create training updates for each one.

Our "teacher"
a figure that strongly characterises our approach is the native English teacher. Its presence allows us to enrich the training offer with a figure permanently present in our staff. It guarantees us another point of view on children and educational continuity.

The psychologist
He supervises the psycho-pedagogical activity and offers support to staff staff. Creates, in collaboration with the didactic coordinator, moments of training and discussion for families. It can also be approached by families on specific individual needs.