Particular attention is paid to the child's settling into the nursery. Attendance is preceded by this fundamental period, which allows the child to gradually settle in and the parents to get to know the educational team, the pedagogical approach and the organisation of the nursery.
Parents are asked to be willing to make this delicate transition, attending the nursery together with their child, in one-hour meetings, over a period of about 15 days, during which the moment of separation is dealt with together with an educator. The nursery is organised in an "open space" and the areas of each subgroup are delimited by furniture. In addition to the areas for each group, there is an exercise area, a large indoor square and an outdoor area. Official documents.
Equal opportunities. Through collaboration with educational departments and local institutions, the service also aims to participate in the development and supervision of educational quality and a regional nursery culture. In step with the times, these places provide an important foundation to the educational journey, not limiting themselves to the concept of care but accompanying children in their growth and supporting parents in their parenting.
Each site has a head teacher and an educational team, as well as trainee educational staff apprentices and interns and auxiliary staff kitchen help. The service provides pedagogical and administrative supervision of all the centres. Pedagogical line. Pedagogical line The educational teams work together and share objectives both internally and with the family, encouraging the co-construction of the educational project with the aim of guaranteeing the well-being, psychophysical development and autonomy of the children present.
They have their own individual identities and are recognised as the true and only protagonists of their development and experience. They and are given the opportunity to choose their preferred activity actively and independently, to establish relationships with their peers and the people they refer to, participating in targeted activities proposed by educators to stimulate their emerging skills. The educational practice is inspired by carefully selected pedagogical theories. The theoretical principles of Pikler, Gordon, Malaguzzi, Montessori, and others, are transmitted and discussed during the frequent training sessions external and internal of the educational team, to be coherently and flexibly adapted to the particularities of each child, subgroup and centre.
