As soon as they are born, children begin to know themselves and their world. As they grow, they develop a sense of their own identity and begin to recognize similarities and differences in others. This identification grows into an understanding of belonging to one’s family and eventually expands to include the recognition of their place in larger communities. One of the important roles of educators is to support children, even more so, although at first glance it would seem complicated to verify, young children, to develop a sense of identification and awareness of these larger communities, including the global ones. Education in global citizenship supports and promotes this identification, helping children to appreciate diversity, navigate differences, develop empathy and perspective, recognize and understand the interconnected nature of our world.
Challenge students through interactions with peers
These basic understandings of global citizenship education form the basis for the subsequent development of complex ideas, including informed and ethical decision-making; global social responsibility; and collaborative and transformative actions to deliver solutions that address the challenges of our world. One way – Lemmens and Raw write – to help develop basic understandings of global citizenship education in preschool education is to challenge students through interactions with peers who can see, speak and act in unknown ways and therefore support them when they make sense of these. differences.
Let’s start by talking about the differences
One of the first activities that kindergarten teachers could do with their students, as an introduction to their school connection, is to make a drawing or a collage of their favorite things: food, games, toys, and so on. Teachers can then have a conversation with their young students and compare their interests with those of their peers on the other continent. This allows teachers to talk about differences and similarities between children around the world. Thus, preschoolers see with their own eyes that, regardless of distance or other context, they have more in common with their peers than they might immediately think.
You teach very young children. How does a school connection contribute to their development?
Francesca, a very active kindergarten teacher: “Our little ones are introduced to the ‘big world out there’ for the first time. We let them discover the possibilities, we teach them to communicate. Preschoolers learn from each other through a song, a game, a video message. “the kindergarten takes the school connection a philosophical turn. We stimulate their critical thinking and open attitude. A scholastic bond between preschool children can be the basis of their global citizenship”.
To educate responsible and active citizens
Teaching-learning of Civic Education helps to shape responsible and active citizens, to promote full and conscious participation in the civil, cultural and social life of society in accordance with the rules, rights and duties. It helps to develop an understanding of the Italian Constitution and the institutions of the European Union in educational institutions and to underpin in particular the promotion and sharing of principles of legality, active and digital citizenship, environmental sustainability, the right to health and well-being. to be of the person.
Responsible citizenship awareness initiatives in kindergarten
Particular attention deserves the introduction of civic education in kindergarten, now in its second year, with initiatives to increase awareness of responsible citizenship. All the areas of experience identified by the national indications of the curriculum – explains Professor Franca Da Re – can together and clearly contribute to the gradual development of the awareness of personal identity, of knowledge of others, of similarities and inequalities that characterize all people, the progressive maturation of respect for oneself and for others, for health, for well-being, for the first knowledge of cultural phenomena.
Dissemination of play, pedagogical and didactic activities and routine activities for children
Through the dissemination of play, pedagogical and didactic activities and routine activities, children can be guided to explore the natural and human environment in which they live, and to develop attitudes of curiosity, interest, respect for all forms of life and for common goods. The constant concrete, active and operational approach to learning can aim – continues Professor Da Re – also towards the virtuous initialization of technological units, in terms of which teachers will be able to remember the positive behaviors and risks associated with their use, with appropriate progression based on age and experience. “
Stimulate the different types of intelligence and encourage each individual learning
Curriculum – can be read in the study planning adopted by the National Institute of Health “P. Berardi – FS Nitti “directed by school principal Maria Filomena Guidi – aims to give each student an organic and complete training course that stimulates the different types of intelligence and promotes each individual learning.
The cultural and practical contexts that “enhance” the children’s experience
In kindergarten – – we read in the curriculum adopted by the State Comprehensive Institute “P. Berardi – FS Nitti” – it is not a question of organizing and “teaching in” knowledge content or language / skills early, because the fields of experience should rather be seen as cultural and practical contexts that “enhance” children’s experience. , to be respected and living experiences of active participation in everyday life, which constitute the first step towards what becomes their future as active, conscious and responsible.
Live fully in a pluralistic and complex society
The school experience must be an opportunity to begin to live fully in a pluralistic and complex society, as it is today: children must experience citizenship, they must know, appreciate and practice the constitution and one of the fundamental purposes of kindergarten. to “identity”, “autonomy”, “competencies”, “Citizenship” are also indicated.
Development of awareness of personal identity and play
All the areas of experience identified by the national indications of the curriculum can together and individually contribute to the gradual development of the awareness of personal identity, of the perception of others, of the affiliations and differences that characterize all people, the progressive maturation of self-respect and others, health, well-being, the first knowledge of cultural phenomena. Boys and girls will be guided through the dissemination of play, pedagogical and didactic activities and routine activities to explore the natural environment in which they live and the human, and to develop attitudes of curiosity, interest, respect for all forms of life and for common goods.
Remember the positive behaviors and risks associated with the use of technological equipment
The constant concrete, active and operational approach to learning – concludes the curriculum project adopted by the Istituto Comprensivo Statale “P. Berardi – FS Nitti” – may also be aimed at the virtuous initialization of technological entities, with respect to which it is possible to recall the positive behaviors and risks associated with use, with appropriate progression based on age and experience.
CONSTITUTION: example “I am a small citizen”
- The importance of the rule, rights and duties, first approach to the “great book of the Constitution”
- Sense of belonging to social groups: school, family, community, territorial services
- Rules for safety at home, at school, in the environment, on the street
- Sustainable Development Goals Agenda 2030 so as not to destroy our planet
- most important identifying symbols of the Italian nation.
- basic road signs for the proper exercise of the role of pedestrian and “little cyclist”
SUSTAINABLE DEVELOPMENT: example “Me and nature”
- basic rules for separate collection
- practice of recycling materials through creative recycling exercises
- main rules for personal care and hygiene.
- basic principles of a healthy diet with attention to avoiding waste
- our city’s environmental and cultural heritage.
- habits and customs in one’s own territory, in the country and in other countries
- behaviors that respect others and the environment
DIGITAL CITIZENSHIP: example “I dive online”
- Simple strategies to organize his time and work
- The computer and its uses
- Communication tools and their applications
- Land of the Internet: the first basic rules for learning and respect, opportunities and any related risks.
Evaluation in kindergarten
For the kindergarten, in line with the identity of the same, which characterizes the evaluation as a continuous process of systematic observation, an observation grid has been developed regarding the content proposed for girls and boys of 3/4 years and 5 years. In this case, of course, the essential property of evaluation in kindergarten will be taken into account, understood as a systematic observation of behavior with a highly descriptive and guiding value. The backbone that runs across the entire education system of Civic Education, and therefore in the specific case also of the evaluation dimension, is constituted by constant attention to ascertain the maturation of effective civic skills not only in structured contexts and formal, but in any situation a useful condition for activating in each student the spontaneous implementation of behaviors, attitudes, and actions directed toward the personal and collective best.
Evaluation sections for kindergarten
Together with the curriculum for civic education (including that of kindergarten), each school has also adopted the evaluation sections. The teachers from the Saponara Comprehensive Institute in the province of Messina did an excellent job, led with great competence by the school principal Prof. Emilia Arena. Well structured also the of the didactic direction 1st circle “G. Pascoli” by Erice instructed with great leadership by the head teacher Antonina Filingeri.Examples already identified, even in the last school year, to be honest, given the attention , shown against the problem.