In line with the Reggio Emilia approach, our educational practice is based on the idea of the child as a human being with autonomous potential, to be stimulated in his creativity and originality because "a creative child is a happy child" [B. Munari].
It is in this perspective that our atelier spaces operate, where they offer children the opportunity to come into contact with materials and activities to express themselves freely, with the aim of making hands, intellect and emotions operational. In each atelier, imagination and imagination are cultivated, passions are developed and the sense of the possible is strengthened.

“Every man is an artist as long as he remains a child” [P. Picasso].

The painting studio is a space where children can paint freely, tracing their spontaneous impulse on a sheet. A trait that does not belong to art, but still has an artistic flavor. It is played by painting and is painted by playing. In this game, each child expresses, through the graphic language, an image of himself, with his own traits, even if starting from apparently similar ‘doodles’.

Scribbling is a source of joy and surprise for the child, also acting as a positive and virtuous emotional relief valve: the child, in fact, experiences motor and visual pleasure, perceives a sense of well-being and satisfaction in understanding that he is able to leave a trace, expressing and communicating something of one’s own personal interiority.


“Observe a child who collects shells on the beach: he is happier than the richest man in the world. What is its secret? […] The child lives in the present moment, enjoys the sun, the brackish air of the beach, the wonderful stretch of sand. It is here and now. It doesn’t think about the past it doesn’t think about the future. And whatever he does, he does it totally, intensely” [Osho Rajneesh].

Observe, perceive colors and perfumes, listen to sounds, know the sensations that derive from it. The sensory experiences of children are fundamental to contribute to their harmonious development. Each of them is experienced with that special intensity naturally dictated by their purity of mind.

In the sensory atelier, every child has the opportunity to develop their senses, to perceive them, recognizing the emotions they are urged from time to time. Through the sensory boxes, children have access to various materials, natural and recycled from daily use, to activate their sensory perceptions: tactile perceptions (hot / cold; soft / rough), auditory (loud or weak noises, sounds, melodies) ), taste (sweet, salty, bitter), olfactory (aromas, essences).

Children, especially the younger ones, are constantly leaning towards curiosity. With experience, enthusiasm and thirst for discovery of body and mind, surprise, enchantment are activated in them. The educator must observe the spontaneous use of the material, without directing or giving directions, but simply by “proposing”, to allow the child to get in touch with the experience and live it, knowing and knowing each other.


“It is in playing and only while playing that the individual, child or adult, is able to be creative and make use of the whole personality, and it is only in being creative that the individual discovers the self” [D. Winnicott].

Children’s creativity must be constantly stimulated through different forms of experience, from those that leave more room for the imagination, in the wake of what the ‘Kapla’ method adopted by us envisages, to those in which work is more practical complex, but partly already traced. The design atelier was born from the need to offer children a space for doing as creative input that stimulates their potential.

The classroom provides a ‘cognitive’ area in which the teacher explains; the materioteca with the different materials (wood, paper, plastic, cloth, food etc.); the luminous table, a surface of light on which to play with translucent, transparent, opaque, thin materials, which, presenting itself in unbreakable glass, allows you to cut, engrave, work on the surface without marking it, creating total freedom and safety



Living nature contributes to the emotional growth of children. And so, alongside the wide open spaces, inside the Institute an expert in the sector takes care of deepening all the aspects related to the 'green' and, in particular, the creation of the educational garden.
Joy, play, tenderness, charm, time, perception, experimentation, exploration, discovery, knowledge.
From 24 months onwards you can access a path full of nuances.
The intensity of the commitment grows and the objectives are enriched once they reach the nursery school, divided, according to our educational plan, into four sections, marked by different age groups, which range from 3 to 6 years.
The transition from Kindergarten to Primary School is also particularly delicate, being characterized by the even more intense evolution in the growth, education and education of pupils, who will travel the new path fed by the fundamental principles of school life and by the lessons learned in previous years, especially in the Transition phase.

Extra and Services


Among the imperatives of our educational approach, the need to continually urge children to explore the external and internal world stands out, creating, moving, knowing. This certainly occurs through teaching in the strict sense, but also through the many and exclusive activities offered within our extra activities, in particular, in our afternoon courses.


The service offered by Andersen Play & Party, managed with passion by our baby party Planner, Lucia, deeply inspired by the pedagogical philosophy of the Serena Andersen School, was born with the specific objective of making each party a unique experience.


Serena Summer Camp represents a service aimed at children between 3 and 12 years of age, to spend some time with a summer flavor together, with the aim of having fun, but also of studying, albeit with the lightness that the summer brings.


A shuttle service is available upon request, which reaches different locations, for a fee. The school bus has an assistant on board.


We believe that food affects the health, growth, education and lifestyle ofchildren in an extremely significant way. It is therefore our priority to give importance to the role assumed by the school canteen: it not only provides the main meal of the day, but also and above all the opportunity to get to know and experience healthy nutrition. Thus, the time of school meals is considered by us in all respects an educational moment.


Via Gramsci, 25 81031 Aversa (CE)
+39 081 190 296 68

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