Kids in Wonderland-An innovative proposal for future-oriented preschool

The project "Kids in Wonderland-An innovative proposal for future-oriented preschool" is aimed at children aged 3 to 6 years, which is a guide that will allow them to live meaningful learning experiences in order to gain confidence in themselves and their abilities. It is a project that will allow them to act according to their free expression, it will indicate the way to undertake an activity, to organize it, to realize it to its full potential. Spontaneous intellectual, physical and emotional action will allow access to all the information about their way of being and their uniqueness. The project is based on an innovative educational-didactic model that is the result of a good integration of the most important fundamental psycho-pedagogical theories (PiaJet, Montessori, Dewey, Rogers, Vygotskij) and the translation, the realization of them in didactic practice, through the most current active methodologies, such as Circle Time, Methodology of Expression, Laboratory Didactics, Storytelling, Problem Solving, also implemented with the use of digital devices.
The project also foresees the structuring of different learning environments in order to promote good learning experiences in a suitable context. The environment is in fact not only considered as a physical space, but also as a context of activities,
of relationships, of constructing thoughts. The environment must correspond to a living and vital state of the individual, it must allow the exploration and creation of the new; it must be changeable, change shape and colour, deconstruct itself and rebuild itself with ease.
The model develops in THREE THEMATIC PATHS, corresponding to the stages of the child's inner development.
Each thematic path assumes its own identity, including design, taking shape in a specific classroom with different settings.
and installations: 1.Autobiography and Awareness; 2.Science and Knowledge; 3.Rooting and Self-experimentation.
Respectively, the first path foresees activities aimed at the sense of belonging, group cooperation, preservation of the linguistic heritage, affective continuity and relationality, acceptance of self and the different from oneself, fair sharing, sense of justice and respect for the ideas of others.
The second path serves to amplify the sensory potential to the maximum of one's possibilities and foresees structured activities applied to the real context that aim at stimulating the sense of measure, proportion, classification, number domain, intuitive perception, self-evaluation, logical and intuitive connections.
The third path focuses on interaction with the environment and people. It takes root knowledge and information useful to the
growth through targeted activities that are consolidated in the daily experience, which aim at strengthening the child by everyone
the points of view: experiential activities psychomotor activities awareness of one's own gesture: from the correct posture, from the
manual oculus coordination, from the search for inner symmetry, stability and balance, silence and
care for the environment and materials.
The creation of such learning environments is based on workshop activities that include observation and listening, exploration
and discovery, expression of emotions, cooperative learning, development of empathy and awareness.
Innovative workshops are to be understood as space/time-laboratories, real "creative and interactive environments", in which beyond
to develop personal skills, cooperation of emotions is allowed in relationships between peers, between child and teacher,
between teacher and teacher. The space-time workshops are for everyone because they are the place where everyone can enter the
his process and share it with others, overcoming mental barriers and static positions
The innovation indicators of the project refer to a holistic vision of the child, to collegiality and shared planning, to the integration of emotional aspects, to self-awareness, to the possibility to express oneself in a disciplining and structured context, to transversal methodologies, to the use of digital in a conscious way.
The digital "used consciously" is an enrichment that can make the activity in the classroom more engaging and motivating, creating an effective learning environment through emotional memory and making the child active and protagonist. It is a support tool for any kind of teaching methodology. The project considers the use of digital devices for the development of logical and linguistic thinking, to know, build, invent and classify, through augmented reality activities with the help of whole books
digital storytelling; the development of computational thinking and problem solving through unplugged, plugged and educational robotics coding activities; the development of social and relational skills, through activities on empathy with the construction of 3D characters, shadow projection and the structuring of the classroom of wonders: an immersive room in which children can live emotional and sensory experiences. Through the setting up of a suitable setting they can enter into the stories through the projection on the walls of sequential images of a narration or immerse themselves in the experiences they have lived.
The project path "Kids in Wonderland" contributes to the education and emotional, psychomotor, cognitive, moral and social development of children, promoting their potential for relationships, awareness, autonomy, creativity and learning that in this age group are at the maximum possibilities. It represents a network of connections at an international level established by educational systems, institutions, schools and training bodies for motivated teachers who aim to improve their professional skills.