The Pianca School Preschool offers a bilingual programme for children aged  2 – 6, that presents itself as a second home for the children, working in close collaboration with parents at home.


The general principal to which we aspire is that of John Dewey, according to whom “We learn what we live”. According with this principle, we apply the teaching of “Learning by doing”, encouraging the free and creative exploration of the child, stimulating them to carry out research, analyse and explore the world around them, taking an active part in their learning process, finding solutions either alone or with the help of peers.


Our nursery school programme follows the indications  set out by the Italian Ministry of Education.


For children aged  2 – 4 the programme is integrated with a preparation programme in English following the Cambridge Primary path.


For  5 year olds  the programme is integrated with the Cambridge International Primary programme  and enhances every interdisciplinary and transversal aspect that is brought about by the synergy of the two curricula, of the two languages and of the two cultures.

The English language is presented with a  communicative method that favours a natural and spontaneous acquisition of the language:


Nursery 2: The English language is introduced through a series of games  in playful form with attention to age, attention to time span and communicative needs.


Nursery 3 and Nursery 4: full immersion in English, for everyday routines, classroom activities, playtime and laboratories;  The Cambridge Primary preparation programme is aimed at stimulating a natural curiousity towards the written language.


Reception: the first official year of Cambridge Primary begins in English, Mathematics, Science and Cambridge Global Perspectives. Proposals are made to start reading and writing.


Text book resources for early years include Nursery: Play Time, Letterland Reception: Letterland, Cambridge Global English, Cambridge Primary Science, Cambridge Primary Math .



For 2-year olds, still in Nursery age, we offer the opportunity for bilingual education, with the daily presence of a mother tongue teacher at specific times of the day.


For children aged 3 – 5, we offer the opportunity of a bilingual education, with the presence of a mother tongue teacher for the entire school time, and Italian teachers present for some hours of the day in order to guarantee prerequisites for Primary school and an adequate command of the Italian language.



When a child joins Nursery school it is a very delicate moment and it is important that he finds a welcoming structure and professional educators capable of taking care of the his well being, someone he will learn to trust and who will become a secure reference point.


In our school the relationship with the child is characterized by the willingness to take care of him, to provide for all his needs. Particular attention is paid to understanding how a child communicates and to listen to him so that he feels understood and appreciated.


The careful organization of spaces, time and materials must be the starting point for any educational planning.


The school organizes the educational spaces in a functional way in order to offer environmental stimuli, opportunities for exploration, games and significant experiences.


The time dedicated to each activity is a relaxed time, calibrated on the interest and attention span of the child, to allow him to live his day in serenity, and to favour a sense of well being at school and prepare children for peaceful learning.


The materials are not left at the disposal of the child, but are selected in relation to the purpose, to allow children to use them intentionally,  and instructively.


A child’s day is a succession of stimulating and engaging activities that encourage exploration, experimenting, thinking, dialogue and communication.


Besides the traditional activities, the Cambridge International programme includes a wide range of “hands-on” workshops.


Didactic activities are aimed at offering the child a wide range of stimuli that encourage him to explore, experiment and discover the world around him.


The choice of  activities changes constantly as the group is observed and all lessons are catered to meet the needs and interests of the children.


Activities are presented in a  fun way  allowing the child to experiment different situations that are important for his development.


Play, represents a vital and fundamental part of a child’s education and is one of the best ways of learning.


Besides being a physiological need, play:

  • stimulates psychomotor developmentas it involves the whole body in movement and its perception
  • stimulates cognitive developmenthelping the child to find new and ingenious solutions
  • stimulates language development helping the child to develop communication skills
  • stimulates emotional development allowing the students to experience emotions and feelings
  • stimulates social development creating stronger relationships and bonds

All activities are carried out in a playful and serene context, which offers a stimulating learning environment.   Children experience Nursery school as a “wonderful fairytale world” made up of games, songs, stories, dramatizations, dancing, movement, outings, and much more.  They learn English with pleasure and satisfaction becoming bilingual citizens of the world.


Learning takes place through conversation, confrontation with peers, through direct experience, exploration, contact with objects, observation, problem solving, proceeding by trial and error.  By “doing and trying”, the child learns new skills and acquires experience and knowledge. The teacher’s wise guidance and support in times of difficulty, allows the child to deepen and systematize learning effectively.  The students enjoy this process because they gradually perceive themselves as skilled and fulfilled and consequently increase their self-esteem  (I can, I am capable, I am good).


The collaboration and co-operation of staff members, an effective communication system, the publication of daily events, the opportunities to participate in school life, the sharing of children’s work, the periodic meetings and the scheduled talks with the teachers, allow families to take an active part in their child’s learning process.


Preschool welcomes children from 8.15 to 16.00 from Monday to Friday. The school offers the possibility of extending hours from  7.30 to 19.30 to help those parents engaged in work, who want to ensure that they entrust their children to a qualified and professional structure.


The Pianca Preschool offers a harmonious and integral education for children aged 2 to 6 in a high quality, educational environment, a welcoming, cheerful, safe place where children can grow in confidence, socialize and acquire autonomy while developing social skills.




The Siglo reading and writing project promotes the “orthogenetic” method devised by Giovanni Meneghello. The method is called “orthogenetic” because it is based on learning through the stimulation of mechanisms that the child has since birth. The learning process therefore becomes natural because it does not require mechanical indoctrination, but takes the child on a journey of discovery, helping to develop skills already inherent in each child. Passion, discovery and enjoyment are the key words of this method that aims at putting the child in the condition to naturally develop the process of reading and writing.  Learning to read and write becomes easy, natural and fun.


The electronics project in Nursery school has the aim of introducing the concepts of an open and closed electrical circuit and the first simple applications in the didactic field.  In this project, electronics is combined with art for the creation of “High-tech” artwork.  Energy (generated by batteries) is necessary in every circuit and therefore will be the starting point for each creation, it is then  a case of adding moving parts, sounds, light, buttons, switches and sensors that allow you to control it. Thanks to this project and the playful key with which it is proposed, the engineers of tomorrow can already start to create!


The robotics project, developed in the mathematical field, is a starting point to teach the children the language of programming. The “Hands-on” approach allows experimentation with the basic principles of computer programming with “Cubetto”, a wooden robot with an Arduino heart, that, in a fun way, teaches children how to programme.

Everything takes place offline, without the use of computers.


The Science project is aimed at promoting environmental education and the knowledge of natural elements: water, air, earth, light.  The proposals, of a playful and concrete-manipulative nature, stimulates a positive attitude towards nature and the scientific method.  Each activity allows the children to explore the world around them via  the knowledge of the elements, relationships and mechanisms that characterize the phenomenon observed through experience, direct contact, books, films, experiments, research, activities to safeguard the environment. The project concludes with an oral and graphic re-elaboration.


The Art and Emotions project aims to guide children to discover emotions through various artistic-expressive forms.  The activities proposed start with the vision of famous works of art and/or listening to musical pieces, which arouse emotions in the child.  These emotions ae then represented graphically with various graphic-pictorial techniques.  The project is also accompanied by English language books of the Katie series by James Mayhew, in which the protagonist Katie, guides the children on a journey to discover the major works of art including: the Sunflowers and the Starry Night by Van Gogh, the Mona Lisa by Leonardo Da Vinci, the Bathers by Seurat, The Spanish Princess of Velazquez, the Pond of Water Lilies by Monet and many others.


In Northern Europe the balance bike is a fundamental step to learning to ride a bike. In Italy is is known a “bike without pedals”, due to its main characteristic of being without both pedals and wheels.

From a psychomotor point of view on a “balance bike” not only do you learn to curve more easily and correctly, but you acquire and improve the static and dynamic balance, the basic motor patterns, stimulating the perception of self in relationship to the outside world.

Objectives: To learn to ride a bicycle without the aid of training wheels.