OUR METHODS

 

 Lessons, experiences and activities are based on clear learning objectives which provide depth, breadth, challenge and pupil choice.
 Creativity and structured problem-solving are employed to engage the learners’ interests and preferences.

Some of the teaching strategies we follow are:

 Learning through play, exploration and experimentation

 Working as individuals, pairs, small groups, classes and a school community

 Using technology appropriately to enhance learning

 Working with a wide range of different materials in different environments
 Reggio Emilia Approach, approccio ai primi anni educativi

 International visits and exchanges to other European countries

 Working with parents and families as partners in learning and teaching

 Assessing progress formally and informally through a range of styles and methods

Reggio Emilia Approach

REA

In educational terms the northern Italian town of Reggio Emilia has a firmly established worldwide reputation for forward thinking and excellence in its approach to early childhood education. It is a socio-constructivist model. That is, it is influenced by the theory of Lev Vygotsky, which states that children (and adults) co-construct their theories and knowledge through the relationships that they build with other people and the surrounding environment. It also draws on the work of others such as Jean Piaget, Howard Gardner and Jerome Bruner.

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Bilingualism

 

 Research has shown that bilingualism is beneficial for children’s development and their future. Children exposed to different languages become more aware of different cultures, other people and other points of view. But they also tend to be better than monolinguals at ‘multitasking’ and focusing attention. They are often more precocious readers, and generally find it easier to learn other languages. Bilingualism gives children much more than two languages! More recent research also suggests that learning another language may have benefits in later life, delaying the onset of dementia symptoms, and slowing cognitive aging. The good news is that these benefits seem to exist even when people learn a second language later in life. Is it true that bilingual children have an advantage? We sometimes think of bilingualism as the exception, but it is more common than you might think.

 

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Class Divisions

  • Nursery

    It is never too early to start with a second language. Ideally the second language should start alongside Read More
  • Playschool

        At the age of 3 children are admitted into the Playschool section where they will attend Read More
  • Reception

       Chatterbox follows the Italian system with a 3 year attendance playschool but acknowledges the importance of a Read More
  • Primary

       Chatterbox Primary - recognised by the Ministry of Education with the status of "paritaria" - is the only Primary Read More
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