The “scuolina” project
From pre-school to primary school
The work of connection between pre-schools and primary schools aims to build a continuity that takes into account the importance of the different languages of expression, the personal style, the skills already acquired, to know the new environment and people in a stimulating and serene atmosphere through activities carried out in collaboration between teachers and pupils of pre-schools and primary schools.
A fundamental part of learning will be the work carried out in English, which will allow children to have access to the first year of primary school with peace of mind and competence, since this language, in parallel with Italian, is one of the subjects characterizing the educational course.
In particular, for the 5-year-old section, children will be involved in the educational project “SCUOLINA”, a preparatory activity for the start of the Cambridge Primary course, which provides for the approach to the disciplines of the curriculum itself from that age. The proposed didactic activities, which therefore constitute one of the aims of the last year of pre-school, will be structured according to the following guidelines
The “scuolina” project – Pre-writing, pre-reading
With the terms “pre-writing” and “pre-reading” we refer to all those activities that relate to the verbal language of Italian and English. The written word is first of all read as a figure that is progressively recognized and copied.
To reach this goal, teachers will propose words, sentences and short texts in informal contexts, inserting them “logically” into the activities of practical life (for example, the compilation of calendars or the compilation of daily presence forms, etc.). These contexts will be progressively added during the year to real “lessons”, dedicated to listening and reworking narrated or read texts, reading and interpreting images, word games (tombolas, dominoes, puzzles, memory).
The “Scuolina” project – Pre-calculation
The ministerial indications in this field of experience concern order, size, space, time and nature. The primary objective of pre-school is to help build a “logical framework” that is irreplaceable in the global framework of knowledge building.
It is important that children first form the “structures” of logic, quantity, size, rhythms, frequencies and then they can move on to operations related to numbers and problem solving. Therefore, the activities proposed in this area of knowledge/experience can be defined as propaedeutic (spatial orientation, topology, logical sequences), planning activities that really know how to meet the educational needs of children without “anticipating” knowledge that is delegated to the next level of education.
The activities that will be proposed concern: numerical nursery rhymes, collective games, completion of cards, games for the acquisition of the concept of the whole, operations with sets (using objects).