2. Skills development and educational projects
2.1 _ SKILL DEVELOPMENT PROGRAM _
VIDEO 3: Professional Social Learning
2.2_ EDUCATIONAL PROJECTS _
VIDEO 4: i-Vulcani
SUMMARY
Professional Social Learning
To work in Early Childhood Education services is a highly challenging task. Educators, teachers, coordinators must deal with a complex ecosystem made of relationships, values, rules, needs, spaces, and contexts full of meaning that they must know and master to promote a positive impact on children and families. This complexity looks like a mountain to climb for those who are at the beginning of their career, fresh from their studies and with little practical experience. Complexity does not disappear as the years go by.
The challenges multiply, the teaching contexts are updated, and the competences must keep up with the times.
It is not always easy for those running Early Childhood Education services to offer support, guidance, and continuous training to their educational staff. Sometimes there is a lack of time. Other times, resources are lacking. In most cases, however, it is difficult to choose quality contents for your staff within the many proposals.
Learning by Languages system have conceived a program that allows to build a customised permanent plan through self-training paths, comparison with specialised coaches and dialogue with their peer community.
2.1_
PROGRAM
SKILL DEVELOPMENT
VIDEO 3 Professional Social Learning
“ATELIER APERTO” and the improvement of the creativity
In the Learning by Languages method the atelier serves as a workshop, a space where children can work on developing their cognitive and expressive potential in its various forms. It is a place where languages can be developed and refined through group work, and where children develop a deeper and fuller sense of the events and phenomena around them. In the atelier, there are various tools for expanding and improving the communicative and expressive capacity of the children.
i-Vulcani
National guidelines for nursery schools indicate that the child should explore reality and reflect on experiences by representing and reorganizing them, researching objects and natural phenomena, and thus developing an initial physical organization of the external world.
The European guidelines also underline how important it is to bring boys and girls closer to STEM subjects to develop key skills that prepare them for the challenges of the future, taking into account links with arts, creativity and innovation. We would say with the "hundred languages" in dialogue with scientific disciplines. In practice, this means that boys and girls need daily actions and situations that broaden their possibilities, starting from their daily life knowledge, developing their skills and heightening their awareness in the scientific field.
For this reason, the new "learning environment" called “i-vulcani” was designed under the “Learning by Languages” brand to bring children in the 3-10 age group closer to science, training them in research and exploration through paths and contexts studied ad hoc.
Boys and girls do not suddenly discover themselves as scientists in middle or high school, but they can progressively mature the prerequisites and alphabets that will allow them to approach scientific disciplines in subsequent years, if they have had significant learning opportunities in early childhood.
2.2_ EDUCATIONAL PROJECTS
“
i-VULCANI” and the improvement of the scientific thinking
VIDEO 4
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