A snapshot reflection on a preschool in Florence, Italy

Authors

  • Delia Robinson Richards University of the District of Columbia image/svg+xml

DOI:

https://doi.org/10.31686/ijier.vol8.iss2.2207

Keywords:

Cambridge International School, The Kindness Curriculum ISEF graduates orienteering psychomotricity

Abstract

The author visited, observed and interviewed the director of 2-5-year-old classrooms in a school located in the city of Florence, Italy. Scuola dell’onfanzia is a Cambridge International . Cambridge International School has global standards for its programs. These standards are created by academic rigor and reflect the latest academic requirements. The Cambridge Pathway leads seamlessly from primary through secondary and pre-university years. The Cambridge schools can shape the curriculum around how they want students to learn (https://www.cambridgeinternational.org).

This paper is reflecting on the Early Childhood practices that were observed in the school. The children were divided in the classrooms according to their age.  The child to teacher ratio is 11 to 2. Further, in each classroom, there are two teachers, one who speaks English and the other who speaks Italian.

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References

Bowman, B., & Moore, E. (Eds.). (2006) School readiness and social-emotional development: Perspectives on cultural diversity. Washington, DC: National Black Child Development Institute.

Cambridge Assessment International Education Official Website https://www.cambridgeinternational.org Capps, R., Fix, M., Murray, J., Passel, J.S., & Herwantoro, S. (2005). The new demography of America’s schools: Immigration and the No Child Let Behind Act. Washington, DC: The Urban Institute. Espinosa, L.M. (2010). Assessment of English language learners. In E.F. Garcia & E.C. Frede (Eds.) Young English language learners (pp. 119-143). New York: Teachers College Press. Garcia, E.E. (2005). Teaching and learning in two languages: Bilingualism and schooling in the United States. New York: Teachers College Press. Gestwicki, C. (2011). Developmentally appropriate practice. Belmont, CA: Wadsworth Cengage Learning.

Howes, C., Downer, J.T., & Pianta, R.C. (2011). Dual language learners in the early childhood classroom. Baltimore, MD: Brookes Publishing Co. Random Acts of Kindness Foundation randomactsofkindness.org

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Published

01-02-2020

How to Cite

Richards, D. R. (2020). A snapshot reflection on a preschool in Florence, Italy. International Journal for Innovation Education and Research, 8(2), 241–246. https://doi.org/10.31686/ijier.vol8.iss2.2207