Periodical n.2 Mar/Apr 2016

LEADING ARTICLE:

WHAT WE LEARN FROM A KINDERGARTEN IN PAVULLO

Roberto Farnè

CHANGE: FIVE GOOD REASONS

Maria Cristina Stradi

THE ANSWER OF THE PAVULLO COMMUNITY AFTER THE TRAUMA

Anna Pelloni

 

 

FOCUS: CHILDHOOD AND SUSTAINIBILITY

Andrea Canevaro

 

Educating towards innovation

Lucia Balduzzi

 

Re-thinking children's services in the light of new educational and social needs: prospects for pedagogic innovation and experimentation, starting from a joint university training course focusing on the figure of the pedagogist-coordinator skilled in the planning and management of change.

 

Educating for qualification: the post-graduate programme training pedagogic coordinators

Angela Fuzzi

The post-graduate course in "Pedagogic coordinator with managerial competences for educational innovation” is based on an agreement between the University of Bologna and the Emilia-Romagna Region (Policy Department for Families, Childhood and Adolescents), and is designed to respond to the need to train professional figures able to act effectively within the territory, helping to develop an integrated education system.

 

An educational experiment: from individual to group to community

Carlotta Carpana

The start of an experiment in a 0-6 preschool in Parma and the story of a working group studying ways of acting in the passage from representative to participatory use of preschool services, with a view to educational renewal.

 

Viola's village

Experimental Project: “Continuous Integrated 0-6 Preschool Services”  

Lara Falferi

The new face of the family: small, coping with the economic crises and the lack of a family network close by, creates the need for flexible services able to safeguard the quality of education while offering parents the chance to enrol their children without having to comply with rigid opening hours, as people work more and more on call, on shifts, and the need to reconcile family care with working hours is not always possible.

 

Flexibility, educational quality and reconciliation: the Experience of company creches

Silvia Guidarini

Some nursery experiences indicate that flexible organisational choices take place within a precise regulatory framework and according to a pedagogic project whose main purposes are on one hand to harmonise care time and working hours for the parents and, on the other hand - and even more important - to define the priority of allowing children to spend as much time as possible with the family: it is nursery service that adapts its opening hours…

 

ARGOMENTI

 

An "Institution" for education services and preschools in the municipality of Bologna

Roberto Farné interviews Massimiliano Tarozzi

Going against the tide of privatisation of children's services seen in other municipalities, Bologna has established an Institution to ensure autonomy in the management of preschools and keep them within the "public" sphere. A challenge that has met with misunderstandings and prejudices, but which has a clear objective: to foster widespread, sustainable quality, the highest possible quality for all rather than facilities of excellence for the few.

 

Let's play wolf?

Stopping to listen, accept and respond

Valeria Furnari

Children's requests must never be taken for granted, as they represent needs which often go beyond what can be said, beyond rational adult thought. As recipients of these specific questions, we have the task of listening to what is said with the body, movement, play, we must be open to the "possible" inherent in a symbolic and engaging relationship.

 

Ludic circus activities: a new pedagogic proposal

Ilaria Romanini

Above all in its most contemporary forms which have profoundly renewed the circus culture, circus traditions are rich in visual and ludic elements. Circus activities, defined in their two fundamental fields of expression and physical-motor skills, and appropriately adapted for children, offer an interesting repertoire for education focusing on the development of self-esteem and self-confidence.

 

ESPERIENZE

 

Teaching paths for the design of a multi-language, intercultural curriculum

Antonella Piccinin

This project, conducted in a primary school, focuses on the issue of continuity from preschool concerning a topic of great educational and cultural importance. Multilingualism is a complex matter requiring schools to investigate flexible and interactive curricula, suited to developing competencies in the children, involving the families and the social context.

 

Reliving the Garden: reuse of recycled materials and co-design of spaces outside the nursery

Michela Olivieri

A training course for nursery educators and a participatory design project involving families led to the redesign of the outside environment, making it a normal space for life at the nursery. The change was implemented on two parallel levels: pedagogic awareness (and the overcoming of fears) by the educators on the value of outdoor experiences, and the co-design of new furnishings for the garden together with the parents.

 

Educational mediation in social hardship and marginality: the action of the “Integra Project”

Chiara Ferrari

In the contexts of social marginality in childhood, it is essential that educational actions abandon maladaptive interpretative frameworks and embrace existential, self-determined and adaptive perspectives. Among the strategies for generating this change, the mediation that the “Integra Project” seeks to implement in the difficult reality in which it works is particularly interesting.

 

Towards a field of planned and acted mathematical experiences: Montessorian education and the introduction of mathematics to preschool ages

Valentina Brunetti

The organisation of spaces, furnishings and materials are the keystones on which Maria Montessori developed her method. Everything supports the development of logical and mathematical thought, but the teacher must be able to understand their concrete and active values for the child. This is not a question of "teaching mathematics", but rather placing the child in a condition to be able to observe, act, ask questions and find solutions to problems in which play is an engaging support in developing intelligence