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In the nursery school and in the Micronidi, staff permanently dependent on the Municipality and staff of the Cooperative awarded the contract work.

Personnel tasks

Through the planning and implementation of the various activities and services, all the staff contribute to the children's training processes. The activities of the educational services are based on collegial work in compliance with the various professional skills and responsibilities.


Natural or trusted families contribute to cover the costs of running the service by paying a mandatory monthly contribution fee. Fees and benefits are determined annually by the Municipal Council in accordance with the provisions of the DL 109 / 98 ("Definitions of unified criteria for the assessment of the economic situation of persons requiring social benefits under Article 59, paragraph 51, of 27 December 1997 law, 449 ") and its modifications and additions"

The synergies

The educators integrate with the educational action of the family, build contexts, propose materials, observe, document, welcome and relaunch proposals to children, always attentive spectators and guarantors, but also playmates.

The educators themselves periodically carry out training activities related to early childhood services, on the basis of an overall training project defined jointly among the educators and which makes use of the advice of experts outside the organization. The objective is to increase the skills of the staff and to carry out the necessary comparative assessments between similar services carried out at state-of-the-art facilities in the national field in the use of different working methods.

Acquired skills find expression in the Educational Project annually drawn up and shared with parents.

 The educational project

The Educational Project represents the planning of the activities, schedules, objectives of the service: it is the central pivot around which all the actions and people who work in the nursery move and aims to:

  • 1. make children live a rhythm of life suited to their needs, through welcoming and responsive care, with progressive activities, respect for the alternation of intense activities / calm activities, balance between individual moments, small groups, sections;
  • 2. accompanying autonomy in daily life and relationships to develop the identity of each one;
  • 3. practice activities for the global growth of the child: in the first three years of life, children develop fundamental aspects of their personality related to social and affective relationships, communication skills, motor skills, elaboration of symbolic systems where play is a fundamental strategy;
  • 4. encourage socialization: community life must allow for a wealth of relationships in compliance with the needs of affective security and cultural differentiation.
  • 5. the first years are also essential for the elaboration of gender identity. Respect for family cultures goes hand in hand with avoiding sexist stereotypes by guaranteeing equal opportunities.

A day at the Nest: the different moments of reference

All the moments of the day at the nursery are significant and formative, even the least informal, even the time scraps.
The day is marked by various moments of reference.
hours 7: 30 / 9: 00 - The reception: The moment of welcome wants to suggest the continuity between the family environment and that of the Nursery which is not only a place where you pass hastily, but where you feel welcome and you can pleasantly stop

9:45 am - Lo snack in the morning: based on fresh fruit

hours 10 / 11 - Educational proposals: The programming of the activities is based on the assumption that the game for the child is his own life is the way to know the environment, to relate to others, to know and express himself.
A day at the nursery: the different areas of activity

In order to accompany the child to achieve a complete psycho-physical development during the educational year, activities will be proposed to stimulate the various areas of the child's psycho-physical development functions with differentiated proposals based on age.
Engine Area

Games of great mobility: using different tools (for example push-walking cars, balls, tricycles, washable mattresses, etc.), the child can try, through changes in posture, all the possibilities and potential for movement that the body has , different levels of difficulty are offered to children to perfect walking and balance.

Small motor skills games: heuristic game, the treasure chest, tearing paper, interlocking bricks, stringing beads and all those activities that help to refine the movements of the fingers and the hand-eye coordination.

Handling activities: preparing large containers containing pesto bread, linseed, corn, white and yellow flour, the child is allowed to touch and learn about many types of material through the tactile, visual and odorous sensations that these materials send him.

Water games: to get closer and discover this fascinating and indispensable natural element, we try to involve children during the hygienic practices of the day.
Cognitive area

Cognitive games: games are proposed that require a minimum of attention skills such as the game of the "cuckoo", building towers with cubes, puzzles, recognizing figures from books, recognizing objects in the environment, listening to a story.

We propose activities that help the child to orient himself in space and to learn to recognize shapes and colors, understand concepts such as above and below inside and outside.

Musical activities: music accompanies the child throughout the day, helps him to mark the rhythms and time.

A background music can help him during the educational activity, it can relax him before bedtime, it can be a pleasant moment of aggregation when we all sing together and finally it is a useful tool for language development.
Affective relationship area

The time dedicated to changing the diaper, to lunch, to sleep are moments of privileged and individual relationship between the adult and the child. They are "face to face" opportunities, for conversation, for direct body contact, for emotional play, to which all the time necessary is dedicated to carry out these activities with calm and pleasure.

They become opportunities to promote the autonomy of children and their socialization.
Socialization Area

Symbolic game: Through the symbolic experience the child can live fantastic situations, exorcise fears, learn to manage situations that cause him anxiety.
Child Hygiene

Specific products are used for hygienic treatments, which include washing hands before and after meals and washing the genitals at each diaper change.

In order to prevent the spread of infectious diseases, we guarantee:
use of disposable gloves, disposable towels and linens;
diapers provided by the Nest, changed whenever necessary with the guarantee of at least one change in the morning and one in the afternoon;

hours 11: 30 - Lunch
The Municipal Administration and the Nursery Service have placed particular attention in the last few years on food, considering the importance that this moment has in everybody's life, especially when it comes to small children.

The time of lunch has in fact become an integral part of the educational project of nursery schools which takes into account not only the nutritional and qualitative aspects, but also those of relationship and communication between children and adults.

The nutrition of each child is particularly taken care of. The menu is packaged, in compliance with the Self-Control Plan provided for by Legislative Decree 155/97, in the internal kitchen for children under 12 months of age and in the centralized "Pellizzari" kitchen for all other children.

The menu is differentiated according to the age, digestive and chewing abilities of each child, and is repeated continuously throughout the school year, divided into summer and winter menus.

The pediatrician's instructions are accepted for any personalized diets.

Special dietary requirements linked to culture or religion are also welcomed.

All foodstuffs are purchased from qualified suppliers who guarantee top quality products of Italian origin, especially in the case of poultry, rabbit and beef and fruit and vegetables. The incoming products must meet the requirements described in specific supply specifications and are subjected to qualitative and quantitative checks by the kitchen staff.

Lunch is given at 11,00. For infants the meal is administered according to the needs of each child.
13 hours - First exit

hours 13 / 15 - Nap
For the child who goes to the nursery, sleep represents an important moment of the day; it is not only a physiological necessity, but it is an indispensable phase in the re-elaboration and assimilation of experiences. At this time educators help to fall asleep, watch over the sleep of children and maintain adequate environmental standards.

Each child is assigned a personal and personalized bed - the environment is cared for, tidy, cleaned daily with particular attention to the personal items of each child, furthermore the linen is provided by the nursery and is periodically washed.
hours 15: 15 - Merenda

hours 16: 30 - Second exit: Playful activities

Hygiene of the environments

Daily cleaning of the rooms, furnishings and equipment is guaranteed according to the HACCP plan and compliance with the daily work plan to guarantee maximum hygiene of the premises and equipment. In order to continuously improve the services offered, a survey is carried out annually to detect the level of user satisfaction and to verify the perceived quality level.
 The educational project for the year 2020-2021 will be presented to parents after the Christmas holidays as the team of educators for the months from September to December is dedicated to welcoming and integrating children who have attended the Services up to February 2020 and to new users.