- Specific Learning Objectives For
Early Childhood
Italian Curriculum
Self and others
- Strengthen autonomy, self-esteem, identity
- Respect and help others, attempting to understand their
thoughts, actions and feelings; respect and appreciate both the
animate and inanimate environment that surrounds us
- Notice if and how actions and feelings differ in boys and
girls, and why
- Work in groups, deciding on rules, planning together and
learning to appreciate collaboration and to deal with an eventual
lack of collaboration
- Be familiar with local traditions, history and legends and
with those of other children (both nearby and far away) to make
comparisons with different situations
- Recognize moments and situations that cause fear, surprise,
apprehension, diffidence, admiration, disapproval, artistic
gratification, gratitude, generosity, 'simpatia', love, ask
oneself and discuss together what these feelings mean for each of
us and how they are manifested
- Think about the meaning of birth and death, about the origins
of the universe, about sickness and pain, about man's role in the
universe, about the existence of God, starting with answers
provided within the community and the family.
Body, movement, health
- Reproduce the body's structure; develop fine and gross motor
skills
- Move easily in the environment and at play, controlling and
coordinating movement of arms and legs and, whenever possible,
lateral movement
- Move and express oneself spontaneously and with guidance,
alone and in groups, based on sounds, noises, music, instructions,
etc.
- Care for oneself, one's personal belongings, the surrounding
environment and shared materials autonomously, with health and
order as objectives
- Control emotions and feelings appropriately for one's age,
demonstrating them through body language and movement
Production and use of communication
- Speak, describe, recount, discuss with adults and other
children, demonstrating confidence in one's expressive and
communicative skills, exchanging questions, information,
impressions, opinions and feelings
- Listen to, understand and retell fairy tales, fables, stories,
narratives and summaries that have been read or told
- Recognize children's literature read by adults or viewed on
mass media (from computer to television) and explain one's
preferences
- Identify, for oneself and for others, the differences that
characterize listening and speaking, reading and writing, and
distinguish between written words, pictures, drawings, writing,
and between grapheme and lessical meaning
- Form opinions and personal guidelines
- Draw, paint, model, give form and color to experiences, both
individually and in groups, using a variety of creative tools and
materials
- Use body and voice to imitate, reproduce, invent sounds,
noises, melodies and songs, both individually and in groups; use
and create instruments to produce sounds and noises, both alone
and as part of a coordinated group
- Be introduced to different forms of artistic expression in the
community to discover personal preferences and to facilitate a
more creative and satisfying expression of one's own world
- Experiment with different types of artistic expression of the
inner and outer world through the use of a variety of tools and
materials, including multimedia (audio, visual, TV, CD-Rom,
computer) both individually and in groups
Explore, learn and plan
- Develop and cultivate one's own interests and inclinations
with consistency
- Observe and learn from someone with a particular skill; help
to complete work and tasks the require diverse skills and more
than one set of hands
- Touch, look at, listen to, smell, taste something and describe
what was touched, seen, heard, smelled or tasted in one's own
words
- Count objects, pictures, persons; add, subtract and estimate
quantity; organize and group by color, shape, size, etc.
- Place people, facts and events in a time frame; reorder
according to sequence and simultaneity; recognize natural laws and
time cycles
- Localize and place oneself, objects and persons in physical
space, create routes or organize spaces following verbal and/or
non-verbal instructions, lead others using verbal and/or
non-verbal instructions, or organize the distribution of objects
and persons in an environment
- Manipulate, take apart, put together, plant, tie, etc.,
following one's own plan or a group plan, or following the
directions given
- Elaborate an individual plan or a group plan, to be developed
- Use the investigative approach of "who, what, when, how, why?"
to resolve problems, clarify situations, narrate facts, explain
procedures
- Comment on and discover connections, make simple deductions,
put forth explanations for problems
- Decide together with others on explanations of problems and
find ways to identify problems which are more persistent
- Record and reconstruct using different forms of recording what
one has seen, done, heard, and discover that the records and the
reconstructions can differ
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