Activities

The approach to the foreign language will be playful, taking into account the age and learning methods, and will be based on the principles of the communicative method integrated with playful learning (games, songs, nursery rhymes, dramatizations). The teaching will be mainly oral, the educational objectives and expected skills will be:

• raise children's awareness of a new linguistic code;
• encourage understanding of the importance of multilingual knowledge;
  
• educate children about other cultures and peoples and allow comparison.

The Music and Music Therapy Workshop is organized using a teaching methodology based on the integration of instrumental music, vocals, movement, gesture, dance, and dramatization that aims for a global and engaged involvement, at an emotional level, of the child. This approach to music education promotes a set of processes that fully involve the child, their imagination, their sensitivity and physicality, but above all their ability to activate creative and inventive resources. Thanks to this workshop, the child will learn to "understand" music and how it is born, as well as to identify its expressive and structural components. Making music together thus becomes a means of sharing and a tool for promoting the quality of relationships within the group, through which children undertake a path of growth, interaction, and integration. The project, through the use of sound and music, aims to:

• Develop the process of communication, relationship, socialization, and integration, both in an individual and group context;
• Develop creative movement skills or by imitating the teacher;
  
• Enhance the perception of rhythm and musical time in its most elementary cells;
• Explore the different parameters of sound;
  
• Develop "musical intelligence" but also the knowledge of one's own body and emotions;
• Develop the ability to listen to pieces;
• Explore sound means, instruments, timbres, and various sonorities;
• Develop sound production skills in groups, creating improvisations.

Various activities will be proposed that involve the active participation of children, such as:

• Vocal and instrumental improvisations;
• Free movement games associated with musical listening;
  
• Manipulation and listening to musical instruments;
• Storytelling through the use of musical instruments;
• Listening to and exploring the musical instrument: The Violin;
  
• Construction of various musical instruments;
• Listening to sounds of nature and the surrounding environment.
• Various materials will be used such as: musical instruments, scarves, parachutes, stationery, recycled materials (cardboard, plastic, pasta, etc.)

The project is aimed at children aged between 3 and 4 years.

The workshop will last about 30 - 40 minutes, on a weekly basis.

It is aimed at children (boys) aged 3-4-5 years. 

Athletics is one of the ideal activities to introduce children to sports because it requires motor actions among the simplest, most instinctive and natural that exist; the discipline is presented as a game, children learn to run, jump, use different motor patterns thanks to a series of playful-educational exercises, rich in conditional stimuli such as strength, endurance, speed.

As children grow more targeted exercises are required. The proposed activities are all aimed at developing coordination skills, expanding and consolidating basic motor stimuli and the organic development of children. 

The lesson is divided into 3 parts: warm-up, main phase and final game; the warm-up aims to prepare children for the next part of the lesson, through exercises rich in motor stimuli.

In the main phase generally a course composed of various stations is faced where children perform individual exercises, stimulating different areas of development.

Finally, the final game is played, individual or team, with the aim of helping the child to reach the understanding and respect of the rules of the proposed game and teammates. 

All this helps children to have confidence in themselves, improve concentration, be more serene and stimulate teamwork. Clothing: tracksuit and non-slip socks.

It is aimed at children (boys and girls) aged 3-4-5 years.

Presenting dance lessons at school means sharing emotional, relational, and creative experiences with children, through the body and movement, with the intention of promoting the overall growth of the person. Acrobatic dance combines the choreographic movements of modern dance with the acrobatic elements of artistic gymnastics to create dynamic, engaging, and fun choreographies set to music. This discipline involves teaching the basic technical-expressive elements of dance and acrobatics through preparatory exercises suitable for the age, with the goal of acquiring coordination, knowledge, and body control skills. The learning of these elements will be stimulated through play in a growth and comparison environment, promoting socialization and the enhancement of the individual as a resource for the group.

Below are the course objectives:

• knowledge of one's own body;
• development of the ability to respond to external stimuli through movement;
  
• expressing one's emotions through technical gestures and predetermined steps;
• learning to transform emotions into movement;
• ability to memorize sequences of steps following the music;
  
• development of improvisation skills;
• relating and working in a group;

It is aimed at girls (female) aged 3-4-5 years

The motor path, which uses music and small equipment (such as the ball, hoop, ribbon, and clubs), offers multiple benefits:

• improves flexibility and physical structure: the exercises that form the basis of this discipline contribute to the development of elasticity and muscle strengthening;
• promotes concentration: it is a sport that requires precise planning, thus stimulating attention and memory by working the body both physically and mentally;
• contributes to the development of the sense of hearing as fun choreographies will be performed to music;
• stimulates the development of eye-hand coordination;
• develops the sense of orientation and spatial organization;
  
• increases self-esteem: girls practicing rhythmic gymnastics develop proprioception, self-esteem, and self-confidence. They learn the value of mutual help, a sense of duty, and how to relate to others;

Reading aloud is a very important moment in a child's development, a meaningful, deep, and unforgettable experience. It is useful to stimulate and convey to children the desire and pleasure of being read to.

This project involves a path of reading aloud to create, from the earliest years of a child's life, the desire and motivation for reading, characterizing it with pleasure and sociality. To this end, the readings are carefully selected to be animated and the books are chosen with particular reference to the world of illustration and the variety of artistic techniques used.

Based on psycho-pedagogical studies, the advantages of reading aloud by an adult of proto-books and picture books, to one or groups of children, are various.

1. THE RELATIONSHIP: reading aloud creates a strong emotional bond between the reader and the listener. The reader suspends any other activity to immerse themselves in the "magic circle" of the "here and now," where only I who read, you who listen, and the book (object of desire and means of the relationship) exist.
2. COGNITIVE DEVELOPMENT: reading aloud promotes concentration ability, increases attention span, consolidates cognitive skills related to memory, comprehension, image/word association, creation of mental images, etc.
3. LINGUISTIC DEVELOPMENT: reading aloud fosters linguistic development, both in terms of comprehension and expression. Thanks to reading, the child acquires the mother tongue, increases lexical competence, expands vocabulary, assimilates syntactic constructs; develops phonological competence, that is, the ability to manipulate the sounds of spoken language and awareness of the structure of sounds and words (rhymes and nursery rhymes are very useful in this regard).
4. SYMBOLIZATION PROCESSES: reading supports and accompanies the child's symbolization processes, that is, the ability to represent things, objects, people, situations even in their absence, substituting them with signs or images that evoke them: books are rich in symbolic materials (figures, written text).
5. SOCIO-AFFECTIVE DEVELOPMENT: books can provide the child with behavior models, analogies with their daily life, stimuli for knowledge and reflection, possibilities for reworking important emotional content. In the symbolic space of reading, children can experience feelings, emotions, thoughts, come into contact with complex situations without feeling guilty or too directly involved: they identify with the character/situation, but they are not the character/they are not directly living the situation.
6. LOVE FOR READING: if the book is perceived by the child as something pleasant, fun, interesting (thanks to a reference figure who reads, motivated and in turn in love with reading), then they will very likely become a lover of books and reading!
7. MOTIVATION TO LEARN TO READ: love for reading will represent the strongest motivation the child will have when, from six years onwards, they will be ready to activate the learning process of reading independently. The purpose of reading aloud in preschool age, therefore, is NOT to teach children to read before their time, but to create in them the motivation and desire to learn to read when the time comes. The learning of the ability to read independently will also be favored by the symbolization processes mentioned (let us not forget that written language is a symbol par excellence).
8. DEVELOPMENT OF FANTASY, IMAGINATION, CURIOSITY: books and reading stimulate children's curiosity, their natural desire for knowledge, making them discover things, people, situations, places always new. All this contributes to developing creative, imaginative people, full of imagination, lovers of knowledge.
9. DEVELOPMENT OF "AESTHETIC SENSE": since many illustrated books are drawn by true artists, if we offer our little readers quality texts, we will also sow the seeds of an aesthetic taste, which will lead them to recognize and prefer, in a short time, "high-level" books compared to mass-produced products.

During the project, various books with important themes will be read (the pacifier, sleeping, feeding, pee and poop, school enrollment…), which talk about feelings and emotions (separations, waiting, anger, fear of the dark, bites, integration and identity, friendship), onomatopoeic books (we will have fun with sounds and dramatizations), interactive books (let's play with books), we will learn shapes and colors, wordless books that allow developing fantasy and imagination…

The reading project will be associated with an art workshop, which will allow expressing what has been learned in a free, spontaneous way, and with specific objectives aimed at encouraging children to experiment manually by acquiring various technical skills.