A quality school sees the child as an active subject who interacts with his peers, adults, the environment and culture
The purposes, the objectives, the ways of operating a kindergarten They are the direct consequence of the vision of the child to whom pedagogists, teachers and all school staff refer. A quality school has one vision of the child as an active subjectengaged in a process of continuous interaction with its peers, with adults, with the environment and with culture. Referring to this vision, the school must operate because the boys and girls who attend it reach visible development goals on three fundamental aspects: identity, autonomy and competence.
Identity, autonomy, competence
THE’identity The process with which each child is built, day by day, is in the corporate, intellectual and psychodynamic plane: it is worth underline that the underline that the body has an important valuesince it is through one’s body that the child learns, knows and communicates. The serene and happy experience of the body is the necessary condition for complete and articulated development. Live your body wellknowing its potential and being able to use it, guided by thought, helps Live relationships well With the others, with the space, with the time, with the things and objects of one’s environment.
THE’autonomy Instead it is the ability to act as solI, of thinking in a free and divergent way, of expressing feelings of independence, of orienting themselves to make autonomous choices in different relational and regulatory contexts. Autonomy stands as a need for differentiate from others and to recognize themselves with one’s own specificity and originality, despite the necessary recognition of the existing rules and necessary in the concreteness of the natural and social environment.
The skills These are the sensory, perceptive, motor, linguistic and intellectual skills, indispensable requirements to learn to codify and decode, interpret and produce messages, texts and symbolic situations, that is, the complex information and culture system of the numerous contexts of socialization and learning. There are also indispensable requirements for the Development of basic cognitive abilitiesthrough which to make understanding, elaboration, reworking of experiences and knowledge possible, as well as the possibility of intervening on reality to modify it, to interpret it and reconstruct it.
Creative activity
Finally, it is useful to remember that in a quality kindergarten, further objectives to pursue, promote and enhance are the intuitive, imaginative and of Creative intelligence. In this regard, particular relevance must be given tocreative activitythe human activity that produces something new: an object of the outside world, or a construction of intelligence or feeling. It is characterized by sensitivity towards the problems and feelings Of the others, from looseness, flexibility, originality, from the ability of redefinition and reorganization of words and ideas in relation to new situations.
Because the set of these purpose and of these goals can take on the appearance of concrete experience and perceived by boys and girls it is necessary that in the school a climate of security, serenity and concern. The availability of a welcoming environment, full of cultural stimuli, flexible in the organization of multiple and diversified didactic activities, that is, attentive to the different development and learning needs expressed by different children by history, learning styles and cultures of belonging, promotes the structuring of basic trust, self -esteem, curiosity, the possibility of learning and living in a balanced and positive way their affective states, to express and control their feelings their emotions, as well as to make themselves sensitive to those of others: conditions, to support, for orient and enhance the natural need for exploration and investigationknowledge and socialization.
Diversify
To create quality learning, the day at school must be characterized by a emotional, social and operational environment With the characteristics just described and, more concretely, by an environment capable of welcoming the natural need for children’s game through free and organized motor activities, symbolic game activities, activities of Spontaneous and free readingadult reading activities, expressive and manipulation activities, research and discovery activities of the internal and external environment to the school.
The garden It is a place of natural learning to which the same relief of the class environment should be given. In the garden it is not necessary to create “educational paths”, because the natural environment is able to continuously send deep implicit messages, it gives everywhere everywhere Basic learning indispensable for children which usually spend a lot of time in a virtual world. This is why teachers and school managers should overcome a certain professional deformation that sees the sense of educational action mainly, if not exclusively, in what is “structured educationally” within the class.
Children must live their school life as a natural environment in which “they are fine”; Teachers must prepare the set of experiences and educational activities to be proposed to children having the full awareness of theirs training value.
