In fact, learning has a constant ‘playful flavor’, in perfect harmony with the Montessori method, as “Children’s games are not games, and must be considered as their most serious actions” [M. de Montaigne] and “To teach you have to move. But many still think that if you have fun you don’t learn” [M. Montessori]. This occurs even more through the ‘dramatization’ method, which allows, in particular, to learn to recognize and channel one’s emotions;

The primary objective of the educational path, also including the many extra-curricular activities offered by us, is the constant solicitation of the children, who are accompanied to discover their attitudes, in strengthening each one’s potential and in developing their critical sense. We are convinced that “Children are like sailors: wherever their eyes rest, it is immense” [C. Bobin]. Play, dramatization and the reception of continuous stimuli allow children to open up to the path of knowledge of the self and the other;

We firmly believe that «Children [should be taught] how to think. What not to think» [M. Mead]. In implementing this principle, many traditional instruments demonstrate their persistent irreplaceability: think of the need, not anachronistic at all, to try your hand at writing. The innovative and avant-garde approach that guides the teaching of the Institute does not arise, in fact, in an automatically substitute key, but integrative and evolutionary of the traditional one, whose current effectiveness and functionality is thus enhanced. And yet, a qualifying aspect is also represented by the use of new technologies. The training offer includes, in particular, from the last year of the Nursery School, the study of computer science, through a weekly laboratory hour in which, in addition, IT supports such as PC, iPAD and LIM are used;

Each moment of the training course represents the meeting point between the need to learn to be free and the importance of respecting the rules, as “There are only two inexhaustible legacies that we must hope to pass on to our children: roots and wings” [H. Carter]. Metaphorically, we want to teach children to ‘walk barefoot’, without stepping on others. No freedom is absolute in living in community. So, for example, we believe in the importance of wearing a school uniform, which, far from determining an unacceptable homologation – averted precisely by the didactic philosophy implemented, aimed at enhancing the specificity of each pupil -, reflects, instead, an idea of ​​equality between children, as well as belonging to a unity and a community: not assimilation, but integration;

Beauty is not superficiality, but lightness of mind. It is a search for the positive dimension. It is valorization and appreciation of the little things in life. It is respect and love for nature. It is care of oneself and others, as well as of one’s own spaces, not intended as material goods, but as a reflection of one’s personality. It is the ability to give value to gestures of affection. Beauty is everywhere, but above all in the heart of those who know how to find it. We believe that «people should be reminded of what beauty is. Teach him to recognize it. To defend her» [from the film “The Hundred Steps ”];

The Serena Andersen School is a Bilingual school with a strong International character. The Serena Andersen Institute derives its internationality from an intercultural approach.

The English language plays a central role – integrative with respect to the Italian language – in the path of our students. In fact, in the deep conviction that bilingual education, currently, represents a huge educational and cultural advantage in a social context that requires more and more linguistic skills, an ever greater openness of mind and a constant encounter between cultures, from the 2014/2015 school year The Serena Andersen Institute proposes a ‘Bilingual’ education for the Infant and Primary classes. The goal is to ensure that the child is able to interact in two languages, in the prospect of becoming a citizen of the world.

It is an ‘innovative bilingualism’, different from that traditionally proposed: the English language is included in teaching activities not as a replacement or overlap, but as an extension and integration of linguistic knowledge. The quality of teaching is guaranteed by qualified native teachers. There are also specific workshops in English using appropriate teaching aids.