LA MAISONNETTE - Monte Oppio

Viale del Monte Oppio 7,
00184 Roma
Tel. 064873185
Fax 0647826024

lamaisonnette@mclink.it

Educational Headmaster:
Teresa GENOVA
Didactic Coordinator:
Leila MORGIA

The school located on the Colle Oppio is the headquarters of a network of nursery schools and kindergartens run according to the methods used by ‘La Maisonnette’, which have been developed and perfected over a period of thirty years.

La historical headquarters of ‘La Maisonnette’, located in the center of Rome next to in the splendid Palazzo Brancaccio Park near the Domus Aurea, offers an eclectic and multi-cultural education, guaranteed by highly specialized experts who are in on-going training, daily contact with three different languages spoken by native speakers and avant-garde teaching methods.
There is an inner playground with slides and swings, etc. which is well taken care of, offering multi-functional spaces for various activities using language, music, movement and dance.

Our recently renovated headquarters has received certification for quality management ‘Iso 9001:2000ì and complies with CEE security regulations on space and furnishings.The space is divided into areas for different activities, which allows small groups of children to gather and play together, which encourages them to be independent and gives them a sense of security and protection.

We pay great attention to diet, offering well-balanced, nutritious meals which also include dishes from the various countries the children come from. Particular attention is given to allergies, food-intolerances, and religious restrictions. Snacks are served in the morning and in the afternoon.

The school is ‘paritaria’ (which means the ministry of education has given it the status of public schools at this level).
The schools is attended by children from 10 months to 6 years old, divided according to age:

• Hippos: 10-18 months
• Butterflies: 18-29 months
• First year of Kindergarten: 3-4 (children whose birthdays fall before February 28, 2009)
• Second year of Kindergarten: 4-5
• Third year of Kindergarten: 5-6

Our nursery school provides an art-theatre laboratory held by two experts in the field.

Theatre and art are part of school activities, keeping in mind the specifics of psycho-physical development in children from three to five and their way of learning. Recreation is fundamental in the learning process so that children can consider what they learn as their own, can begin to come into contact with their own inner worlds, can relate to the world of others and can orient themselves in terms of time and space. It gives them the tools they need in order to communicate, to express themselves and to be creative.

Body movement helps children develop their personalities and creativity. It teaches them how to function in a collaborative, joyful and harmonious setting. It is especially effective in interdisciplinary projects in which time, space, rhythm, imagination, psycho-motor skills and body gestures are integrated and reinforce each other, becoming one and the same thing.
By offering children the possibility of engaging in body movement during games the teachers are able to play with them, helping them to discover something about themselves and about others, developing concentration and self-discovery and teaching them how to function in a group and feel free to channel their own imaginations.
This encourages children to tell about their experiences, play, express their feelings and emotions and teaches them how to channel their emotions and energy in a positive way and share it with others - to socialize.
In the body-movement laboratory children come into contact with other children in a creative, entertaining context, and begin to become aware of their own bodies.
Body language is a natural way of relating to things and ideas. It has no rules and gets children started in the process of learning about themselves and experiencing life in general. This laboratory is based on children’s imaginations -- and their magical inner worlds are surprising.

Children relate very well to characters and symbols found in fairytales and fables because they are so close to their own fantasy worlds. Stories can only capture children’s attention if they are amusing and intriguing.
In order to enrich their lives these stories must stimulate their imagination, their intellect and their emotions and help them come to terms with their fears and aspirations.
“Fables cannot not have a psychological impact on children unless they are works of art. As in all great art, the profound meaning of fables is different from person to person and at different times for the same person. As in other works of art there are many aspects that can be gone into in depth, besides the meaning and psychological impact our historical/cultural background also come into play.” (B. Bettleheim)

“If we want children to become creative, to have a developed imagination which is not conditioned and stereotyped, they must learn and memorize experiences and information by participating actively in the process of transforming reality.” (B. Munari)
Children learn to connect various aspects of life through knowledge and memorization; this enables them to intervene, participate and give free rein to their imaginations in order to solve problems in a constructive way. By learning various artistic techniques they acquire the tools they need in order to express themselves clearly and creatively.