filosofia-pedagofica-serena
filosofia-pedagofica-serena

Our history and our pedagogical philosophy

The fulcrum around which all the activities offered by the Institute gravitate are children, who must not only be expertly inspired, but above all elected as a source of inspiration for educators.
Children represent the sense of our commitment. And therefore, the hope is to be able to meet new eyes and new smiles to welcome with our enthusiasm.
With this in mind, in our Institute, teaching mixes with many ingredients, such as:
THE GAME

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 STIMULI

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;

THE MEETING BETWEEN TRADITION AND INNOVATION

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;

THE MEETING BETWEEN RULES AND FREEDOMS

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;

EDUCATION IN THE CONCEPT OF "BEAUTY"

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 ”];

CULTURAL AND LINGUISTIC OPENNESS

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.

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Cambridge

The Serena Andersen School has an international character. From linguistic and cultural openness to the centrality (but not exclusivity) of the English language; internationality has always characterized the Institute in particular.
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Joy, play, tenderness, charm, time, perception, experimentation, exploration, discovery, knowledge.
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From 24 months onwards you can access a path full of nuances.
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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.
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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

AFTERNOON AND EXTRA COURSES

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.

ANDERSEN PLAY&PARTY

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.

SUMMER CAMP

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.

BUS SCHOOL

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

CAFETERIA

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.

Info

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Contacts


Whatsapp
+39 350 172 8532

Via Gramsci, 25 81031 Aversa (CE)
+39 081 181 74 567
Links

Cookie Policy

Policy

Newsletter
Contacts


Whatsapp
+39 350 172 8532

Via Gramsci, 25 81031 Aversa (CE)
+39 081 181 74 567
Links

Cookie Policy

Policy

Cambridge
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Newsletter

L’impresa ha ricevuto aiuti di Stato e aiuti de Minimis che sono pubblicati nel “Registro nazionale degli aiuti di Stato” di cui all’articolo 52 L. 234/2012. È possibile verificare gli stessi sul sito del Mise a questo indirizzo