The settling-in process is gradual and takes place in small groups. By the end of September, all children attend until 4:00 PM.
The start dates for the settling-in period, its duration, and the list of required items are communicated during the assembly for new users (held in May/June). The invitation is sent via email.
Not always and not in all facilities. This choice is part of the educational project of the individual school. Where used, slippers are requested as part of the kit.
In the formation of the sections, specific criteria are taken into account to ensure the best possible balance and the well-being of the children.
In order to encourage an independent path of growth, where possible, twins and siblings are welcomed into different sections
Each section welcomes children aged 3, 4, and 5 years old.
In each section there are up to 25 children.
The school welcomes all children. If they have not achieved independence at the time of entry, the teachers will start a shared journey with you to support this growth. To find out more: https://restiamovicini.comune.brescia.it/nidi/nido-giostra/momenti-di-cura-in-bagno-antonella/
The school recognizes the value of the transitional object brought from home, especially during the settling-in phase.
Two teachers work on rotating shifts, with both present during the central part of the day from 10:00 to 14:00.
All schools have spaces set up for sensorimotor play and the staff is trained to offer these experiences.
It is possible through special projects for facilities located near sports centers.
Educational outings are planned in consistency with the project, subject to parental authorization.
An additional teacher, deemed suitable by the Curia, is assigned to the school. For others, activities continue with the regular teachers.
The National Guidelines are the reference. You can view the PTOF at the dedicated link.
Proposals arise from observing children's needs, interests, and curiosity.
Outdoor spaces are used in every season.
Through empathetic relationships and communication strategies that also value the native language.
Teachers handle most experiences; external experts are involved only for specific projects.
Conflict is seen as a natural moment of growth; adults guide children toward dialogue.
They share spaces and experiences based on the school planning.
Children who turn two years old within the calendar year of enrollment may be enrolled in the spring sections (sezioni primavera). Please note that the child cannot actually start attending until they have effectively reached their second birthday.
This service is particularly valuable for children who are "early starters" for nursery school (scuola dell’infanzia) in terms of their pedagogical age and the richness of the experiences offered, providing continuity with the nursery school.
The transition from the spring section to the nursery school is not automatic; it always requires formal enrollment.
The adult-to-child ratio in the spring section is 1:10, whereas in the infant toddler center (nido) it is 1:8.
The fee varies based on both the ISEE documentation submitted at the time of enrollment and the type of service (nido or spring section).
The need for rest is accommodated in every school.
Yes, for ethical-religious reasons. Requests must be sent via the School and Childhood Services link.
Yes, by submitting a request through the portal with medical documentation.
No, only food from the School Catering service is allowed.
No, meals are provided by external cooking centers and managed by dieticians.
Yes, fruit or bread in the morning and before leaving.
Yes, if spots are available.
Yes, after lunch.
For extraordinary needs, it must be agreed upon with the teachers.
No, only a formally delegated adult.
Only if they are listed on the delegation form with their ID copy.
Only for absolute necessity, following a medical protocol.
Only during parties or open events
In case of fever (>38.5°C), diarrhea, or rashes.
A self-declaration is required at the link for school forms.
In order to actively promote independence, as required by the National Curriculum Guidelines, as well as the health and hygiene of the group, the use of personal bottles is not permitted in nursery school. Children are encouraged to recognise and satisfy their own need to drink independently, using taps and jugs that are available at all times with their own cups, thus developing the ability to manage shared spaces. Access to water, a basic necessity, is guaranteed at all times according to individual needs. The water supply of the Municipality of Brescia is continuously monitored (A2A data publicly available at: https://www.a2acicloidrico.it/it/servizi/verifica-qualita-acqua?popup=qualita-acqua) and the supply systems in use at the school guarantee its safety.
In line with the relevant guidelines, collective tooth brushing is not considered appropriate for this age group, as the practice is considered sufficient if carried out regularly in the morning and evening at home, with the necessary adult supervision (see https://www.salute.gov.it/imgs/C_17_pubblicazioni_2073_allegato.pdf).
Birthday parties are seen as an important moment for building identity and developing a sense of belonging to the group, which are pillars of childcare services. With a view to promoting healthy eating and as part of the evolution of school menus, celebrations no longer include traditional cakes, but are promoted through activities that emphasise symbolism and shared experiences, such as creative compositions, the use of crowns and dedicated songs. In this way, the school values this stage of growth as a moment of social recognition and collective joy.
The primary objective for the 3-6 age group is the development and consolidation of verbal language in Italian (as described in the “Speech and Words” Field of Experience), which forms the foundation for all further cognitive learning. Teaching resources focus on expanding vocabulary, organising thought and narrative skills in Italian, so there are no structured English or other foreign language workshops in the curriculum. However, informal and playful exposure to English, as well as other languages, and/or experiences that may develop on the basis of specific skills present in the service are not excluded.
Non-Italian-speaking parents are advised to continue using their mother tongue exclusively and consistently within the family. A solid command of the mother tongue provides a well-structured conceptual and emotional foundation. Developing a rich vocabulary and complex syntax in the first language does not delay, but rather facilitates and consolidates the acquisition of Italian as a second language. Keeping the linguistic contexts separate (mother tongue at home, Italian at school) helps children to distinguish between the two systems, preventing the onset of mispronunciations or “linguistic confusion” and promoting dual linguistic competence.