Education at the centre

We believe that a better future is possible if we start from education.
We believe that education is a serious thing. We believe in promoting and spreading the culture of childhood. We believe that education that puts the child at the center, raises healthy adults who are in balance with themselves and with the world around them.
For this reason, in recent years we have dedicated professionalism, time, economic resources, knowledge and skills to early childhood services.

Thanks to a collaboration between Sermig and Cooperativa Liberitutti, in September 2010 we opened “Il Nido del Dialogo”, in via Andreis 18/25 in Turin. In our hearts, the great desire to accompany the little ones in the first years of life and their families in such a delicate and precious time.
The hope of not interrupting the educational path at three years of age but to provide continuity also in the following years, became reality in September 2016 with the opening of the “Arsenale della Pace” nursery school in the same building as the Nido del Dialogo.

In October 2015 we opened the Baby Parking “Il Dialogo” with the aim of responding to the need of the territory for a more flexible service and to support foreign mothers in being able to attend Italian courses and work placements.
As our experience and professionalism grew, we accepted the proposal to keep the parish nursery school of Pecetto Torinese open.
Since September 2021 we have brought the style, method and philosophy of the Polo del Dialogo also to the nursery school “Santa Maria della Neve” and in November 2023 we have provided educational continuity by opening, in the same structure, also the micro-nursery.

Certain of the value of an educational service in the redevelopment of a neighborhood, last December (2024) we reopened the nursery school in via Lombardore, 27 in Turin, closed a couple of years ago after 89 years of service.

“I piccoli della Pace” is the latest service born within our Educational Center.
Reason for all of us to get back into the game and continue to bet on the value of education.
The pedagogical thought that drives the educational style of our services finds its roots in twentieth-century scientific pedagogy which in more recent times, with the evolution of neuroscience, has brought education to a more structured level, with methods and strategies aimed at passing on fundamental messages in the education of the child. Educational action acquires meanings and values ​​that highlight the responsibility of those who work in this sector. The ultimate goal is the education of the person in his or her entirety, an adult capable of thinking independently and relating to the world around him or her. Based on scientific literature and thanks to the experience gained in the field over many years of activity, we have made choices that have led us to define the lines of intervention that characterize our schools.

Emotional education:
it represents a lifelong process. Starting in the 0-6 age group means working on self-regulation, an essential prerequisite for building future skills.

Conflict education:
it represents an educational approach necessary to learn how to manage conflict situations, which necessarily arise in a socialization process.
A healthy way of managing conflict, calls for the exercise of strategies such as waiting, the ability to reflect, the correct use of words, kindness.

Moral education:
it is a code that arises from the relationship with other people and that allows coexistence according to shared rules. Topics such as respect for others, boundaries, roles and the common good, are themes that develop and guide towards a healthy civil coexistence.

Affective education:
it is an area that supports emotional education and that allows us to work on the recognition of all those emotions that arise from the encounter with the other, within a relationship.

Motor education:
movement represents a very important sphere for children, since through motor skills they develop intelligence, the structuring of the body schema, the perception of themselves and the environment.

Sensory-perceptive education:
the senses represent the primary channel of approach to the world, therefore all those activities that activate multiple channels, with multisensory and creative experiences, are favored.

Creativity:
this aspect deserves special attention and, within our services, occupies a place of primary importance. Scientific studies demonstrate that working on creativity at ages 0-6 allows the development of problem solving skills in the future and divergent thinking. 

The strategies and tools that are put into practice respond to flexibility criteria, respecting the characteristics of each child and their families.
This aspect is particularly important in our reality which is characterized by very heterogeneous and culturally diverse families.
We therefore felt the need to transmit transversal educational messages that have the formation of the person at the center. An example is the “Felicizia” project that aims to overcome religious barriers to create communication bridges that can put universal values ​​such as love, friendship, goodness, respect, peace at the center.
In a context such as that of Sermig, education for peace is a founding element of our educational practices and of the actions that we can put into practice to concretely build peace.
The answer always lies in education, creating playful situations that encourage children to experiment with actions that encourage exchange, dialogue, communication. Tools such as dramatization, narration, readings, structured games, creative activities, represent the practical means to implement the processes that we intend to promote.

Over the years, parenting has undergone significant changes.
We have worked to adapt the relationship project with families, introducing new elements to support parenting to help families navigate the world of education, a challenging and complex world. The goal is to promote awareness of the parental role, responsibility and educational intentionality.
The professional competence of the staff is essential in the daily work with children and their families.
The educators work in a team, sharing the teaching program and the educational line, ensuring pedagogical continuity in the child's growth. They grow in their professional field through discussion and participation in training courses managed by professionals.
 

Texts by Sonia Pagliarino, photo Archivio Sermig
NP Plus
NP February 2025