To see the child as a rich person means to recognize his/her possibility to build his/her own knowledge. The child is curious and able to do huge affective and emotional investment and his/her point of view is open to a constructive critique. The development of his/her competences allows him/her to start a journey through the knowledge of himself, of the other and of the environment. The way in which the knowledge of the children is helped are:
- the games;
- the music and the singing;
- the graphical and painting expression;
- the handling (wood, paper, clay, sand, natural materials etc.);
- the symbolic games, the theatres and the puppets;
- the reading;
- the language of nature;
- the physical activities and the dance.
These languages help the evolution of the child and made stronger the quality of the communication with coevals and adults.
For us the ability to set in and to create relations in a group is fundamental, it’s important to find an equilibrium between the competition and the collaboration that leads to the discovery of the rules of the different situations. The child has to follow them or they can be modify according to special needing.
The comparison with coevals leads the child to the discovery of different point of views, passing over the egocentrism and developing the sociality.
Free Game
It occupies an important part of the child’s day. The free game is developed in a wide space with different possibilities of choice. The intervention of the educators is limited to help the auto organization.
Educative worthiness:
- exploration;
- creation of a contact with the environment;
- development of competences and relations.
Structured Game
There are some activities proposed by the educators in which the objects, the materials and the spaces are defined in relation with the scheduled pedagogic goals.
Handling activity
This is an endless source of interest and of tactile, visual and auditory stimulus.
Educative worthiness:
- refinement of the motor abilities;
- refinement of the learning abilities;
- development of the reflective abilities;
- refinement of the ocular-manual coordination.
Psychomothor activity 
It encourages the children to take the body – muscular and the emotional control in a more conscious way.
Educative worthiness:
- development of the abilities to recognize and to verbalize the different parts of the bodies;
- coordination of the body;
- development of the sense-perceptive abilities;
- development of the laterality.
Reading activity
It develops the child ability to understand the tales of the adult, to tell known stories, to dialogue with classmates, to help the development of the language and of the symbolic representation.
Music activity
It has the aim of developing the sense of rhythm, the distinction of the sound and to help the social relations in the child.
Aquatic activity
It allows the child to discover the pleasure of laying in the water, of moving naturally in an environment shaped on his needing.
It helps the knowledge of the different parts of the bodies and of the psychomotor coordination.
Parents-Sons laboratory
The parents are a fundamental part of the relation system through the educative function of the nursery are made.
Heuristic game
It allows the discovery and the knowledge of a variety of common objects thought to stimulate the touch, the smell, the hearing, the sight and the physical coordination.
The use of these objects is a way to encourage the child to take the decisions and to compare different things.
Symbolic game
In this phase there is a strong relation between intelligence and emotion. In this kind of game the children create a virtual reality, which is not a simple copy of the real one but it is an interpretation of it. There are tools of great symbolic worthiness that allow the children to reach the knowledge of the reality and to exorcise his fears through the fantasy and the symbolic games.
Educative worthiness:
- knowledge of the reality;
- knowledge and acknowledge of the feelings;
- development of the narrative and emotional-relational ability.
