My School Ticino > Educational approach

The active learning teaching approach is adopted in our school and inspires the My Baby nursery teachers in their daily activities. What is it? Who are its pioneers? Maria Montessori, Loris Malaguzzi, Emmi Pikler, John Dewey, Baden Powell, Thomas Gordon and others. The best is taken from each pioneer to obtain a unique, genuine and shared melting pot.
The daily presence of mother-tongue English and Italian teachers guarantees the experience of a true bilingual education.

Pedagogical project

"My Baby's pedagogical project" (pdf document to download currently being prepared).

Maria Montessori's active learning

The key feature of active learning is that children play an active role in the educational process and are not simply passive receivers of an adult’s action. Knowledge is gained through experience and the concreteness of doing, understanding concepts through action.
Adults are no longer the transmitters of concepts but instead act as guides preparing the environment to facilitate discovery, curiosity and direct activity by the children independently.
The Montessori method involves using structured materials in a specific sequence. It is clear to the children when something is done incorrectly so they are able to self-correct.

Loris Malaguzzi

The Reggio Emilia educational approach of Loris Malaguzzi also uses active learning in children’s education. It is acquired through experience, developed by each child over time and at the moment he/she feels is right.
Reggio Emilia schools are known across the world and favour the use of the one hundred languages of children – ways of communicating, expressing yourself and thinking. The adults’ role is to present opportunities for these languages to be revealed.
This is achieved at our workshops and by using non-structured materials, such as reusing clean discarded items which are collected and selected, divided by type, colour and material. Together with the teacher the children express theirdea own ideas, thanks to the variety of the material proposed. In the workshop we do not ‘produce’ learning but rather create the conditions for learning.

Italian/English bilingualism

There are mother-tongue English teachers in every class of the school. They speak, play, greet, eat, sing, work, tidy up and welcome in English. The class teacher guarantees continuity with the “local” language while the English teachers propose and offer a different sound to the children, which will help the children develop recognition and acceptance of a different language and to acquire the foundations for learning a second language.

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