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The Giocomotiva bilingual and Full English nurseries and pre-schools welcome children aged 3 months to 6 years, with centres in Milan, Florence and Rome.
Book a visitEVERY CHILD TAKES CENTRE STAGE
Giocomotiva is a place where, every day, children discover something new about themselves and the world, within an environment that has made nurturing relationships its strength.
Every child has different ways of perceiving the world, understanding, expressing themselves and learning. The concept of multiple intelligences helps us to recognise and value this uniqueness.
We draw inspiration from the Reggio Emilia Approach , recognised worldwide for its focus on children’s modes of expression: competent and curious children, capable of exploring, asking questions and building knowledge through experience and relationships.
Our aim is to provide environments rich in opportunities, where every child can experiment, express themselves and gradually become more independent.
HOW WE WORK
We devote time and attention to observation: we look at their behaviour, their interests, the way they play, explore and interact with others.
We reflect on what we observe and design everyday experiences based on the questions and needs that arise.
Our way of working is based on a number of common elements:
- Relationships as the foundation of all learning
- Games, routines and experiences that foster independence, growth and awareness
- Active teaching methods that encourage exploration, curiosity and creativity
- Research and discovery, to foster curiosity and an inquisitive spirit from an early age
- Visual documentation to illustrate growth
The Diaries
Through photographs, videos, words and observations, we recount the children’s experiences and learning processes.
The class diary, published monthly, chronicles the group’s progress; the child’s diary contains the teachers’ observations on each child’s individual progress and is given to the family at the end of the year.
This documentation enables families to gain an insight into their children’s experiences at school and to follow how these develop over time.
The Kindertap app
To keep you up to date with your child’s day, we use Kindertap, the app through which we share daily updates on their experiences and any important information.
A simple way to keep the school and family connected throughout the day.
The teaching team
Nursery teachers, English teachers, coordinators and other educational staff work together, sharing observations, planning and educational responsibilities.
Day-to-day work is coordinated by the educational coordinator, whilst a qualified educational professional provides ongoing support to the team through supervision and consultation.
The educators are also involved in a programme of continuing professional development through Becoming Academy, to develop their skills, exchange ideas with professionals and experts, and continue to reflect on their work.
Italian–English bilingualism
Giocomotiva offers Italian-English bilingual nurseries and pre-schools, as well as fully English-speaking ones.
Languages are part of everyday life: they feature in relationships, play, routines, reading and experiences both inside and outside school. In bilingual programmes, the English teachers work alongside the Italian-speaking teachers and speak to the children in English.
In this way, understanding develops through context and relationships, whilst respecting each child’s own pace.
Outdoor Education: learning in nature
For us, it is a core value: children need to have outdoor experiences.
It makes them feel good, they learn a lot, and they’re entitled to it.
Gardens and parks, as well as streets, squares, markets, libraries and neighbourhood venues, provide opportunities to get out and about, observe, ask questions and learn about the world through first-hand experience.
In Milan, once a week, children aged between 3 and 6 also spend a day in the countryside at Boscoincittà and Cascina Carpana, gradually developing their independence, exploring their surroundings and building a relationship with the environment.
Spaces that educate
In our approach, space is not a neutral backdrop: it is the third educator.
The spaces are designed to encourage children to explore, meet up, linger and make discoveries. They evolve over time alongside the children, in line with their interests, the group’s investigations and their current experiences.
The classrooms, the atelier, the garden, the neighbourhood: each setting offers different possibilities. Together, they form an educational landscape rich in opportunities for learning.
The Atelier: a space for creative thinking
The atelier is one of the iconic venues of the ‘hundred languages’ approach to education: a space for exploration where children experiment with different materials and forms of expression, from graphic design to modelling, from light to observation
The atelier approach also extends to other areas of the school, through spaces, materials and tools that encourage children to observe, explore, create and transform.
An example: snails in the garden
Children are fascinated by snails. Here’s how we turn that curiosity into learning:
Together, we take photos of the snails and print the pictures.
We observe their movements and think about how they move.
We set up a corner in the atelier with books about snails.
We read picture books featuring snails as the main characters.
We draw from life, trying to reproduce them faithfully.
We make spiral patterns in the clay.
Observation gives rise to new questions, which we call lines of inquiry: why does a snail have a spiral-shaped shell? What other things have that shape?
Questions are multiplying, the research is becoming more in-depth, and the school’s spaces are transforming alongside the project, incorporating graphics, images, materials and new traces of the children’s work.
The day
The day follows a familiar and reassuring routine, made up of actions that, over time, become good habits. The morning welcome, snacks, lunch, personal care and rest mark the passage of time and help the children find their bearings, whilst the teachers are always there to keep a watchful eye on them.
Play, exploration and discovery
Alongside the daily routines, the nursery teachers provide opportunities for play and discovery every day. Materials are always within the children’s reach, and there are activity corners designed for building, exploring, inventing, handling objects and listening to stories.
These are complemented by small-group activities using a variety of materials and media: light, graphics, painting, clay and many other avenues for exploration. These are settings in which the teacher’s attention is focused on each child, with timings and approaches tailored to their individual needs.
Rest
Rest time is tailored to each child’s schedule and needs. For the youngest children, it follows their own individual rhythms; as they grow older, it becomes a fixed part of the day after lunch, which can be extended according to each child’s needs.
Lunch: quality, relationships and independence
We offer balanced menus that prioritise a wide variety of seasonal produce, developed in collaboration with nutritionists specialising in early childhood.
Lunch is also an educational experience. Sitting together at the table gradually enables children to develop a sense of independence, learn about different foods and flavours, and take part in the small everyday tasks: from using cutlery to laying and clearing the table.
For younger children, the introduction of new foods is carried out in consultation with the family and in accordance with the paediatrician’s advice. We also support breastfeeding, working with families to identify the most suitable ways to continue it whilst their child attends the nursery.
Play, exploration and discovery
Alongside the daily routines, the nursery teachers provide opportunities for play and discovery every day. Materials are always within the children’s reach, and there are activity corners designed for building, exploring, inventing, handling objects and listening to stories.
These are complemented by small-group activities using a variety of materials and media: light, graphics, painting, clay and many other avenues for exploration. These are settings in which the teacher’s attention is focused on each child, with timings and approaches tailored to their individual needs.
Rest
Rest time is tailored to each child’s schedule and needs. For the youngest children, it follows their own individual rhythms; as they grow older, it becomes a fixed part of the day after lunch, which can be extended according to each child’s needs.
Lunch: quality, relationships and independence
We offer balanced menus that prioritise a wide variety of seasonal produce, developed in collaboration with nutritionists specialising in early childhood.
Lunch is also an educational experience. Sitting together at the table gradually enables children to develop a sense of independence, learn about different foods and flavours, and take part in the small everyday tasks: from using cutlery to laying and clearing the table.
For younger children, the introduction of new foods is carried out in consultation with the family and in accordance with the paediatrician’s advice. We also support breastfeeding, working with families to identify the most suitable ways to continue it whilst their child attends the nursery.
Courses and extracurricular activities
Afternoons at Giocomotiva are packed with activities. With Explore & Become, children can carry on playing, being active and creating even after school hours, with workshops and courses led by specialists.
The range of courses varies from branch to branch. Find out about all the options on the dedicated page.
The educational community
Our relationship with families forms part of our educational programme. School and family have different roles but share the common aim of supporting children’s development.
We build a community where parents feel welcome and involved.
The educational pact is based on trust, dialogue and collaboration.
The community also reaches out to the local area: places, people and aspects of the neighbourhood become part of the children’s experiences and help to gradually broaden their world.
Growing Up in the Becoming Network
At the age of 6, new experiences, new discoveries and a new way of learning begin. For families who wish to do so, the journey that began at Giocomotiva can continue within the Becoming Education network, which supports children and young people up to the age of 13.
In Milan, this continuity is available at the MB School, which offers a bilingual programme from primary school through to lower secondary school.
Frequently asked questions
start your journey with us
Come and discover Giocomotiva: book a visit or request information. We look forward to meeting you!