Children are immersed in the Italian language and culture while experiencing a Reggio Emilia-inspired / International Baccalaureate curriculum.
The International Baccalaureate-Primary Years Programme (IB-PYP) is designed for children ages 3 to 12 years. La Scuola follows a rigorous inquiry-based curriculum which fosters exploration and discovery. Please refer to the International Baccalaureate Programme website here.
The community is made up of many nationalities and also reflects the diversity within San Francisco in regards to family composition and ethnicity. Some families are Italian nationals or have Italian heritage; others are simply fans of Italy and Italian culture. Certain families choose La Scuola for its language immersion and Reggio Emilia-inspired approach to teaching.
Yes, we offer an after-school full Italian immersion enrichment program (Dopo Scuola) twice a week. In Dopo Scuola, children have the opportunity to work creatively in the classroom, atelier and in the garden.
La Scuola preschool offers a wide range of recreational and educational programs for children of all ages.
Age groups in 2018-2019:
Spazio Gioco Afternoon PLaygroup: 2 - 3 years
Young Grandi: 2.5 - 3 years
Grandi: 3 - 4 years
Grandissimi/Pre-K: 4 - 5 years
Outside of the city of Reggio Emilia, when this approach is employed it is called Reggio Emilia ‘inspired’.
“To build a diverse community of advocates and educators to promote and defend the rights of children, families and educators of all cultures through a collaboration of colleagues inspired by the philosophies and experiences of the 0 – 6 education project of Reggio Emilia, Italy.” (NAREA)
Constructivism is a theory about learning. Constructivists believe that people use what they already know and understand to makes sense of new knowledge and experiences.
Learning must be authentic and appropriate for children's current level of development. Because constructing meaning is a process of building on what children already know and understand, children learn best when experiences reflect what is happening in the real world and capitalize on their prior knowledge.
The shift is towards a teacher who is a "guide on the side", not a "sage on the stage". Constructivists know that carefully orchestrating an environment that fosters students' curiosity leads to real learning where simple transmission of knowledge does not.
Children learn best when they are problem solvers and problem posers. That means that teachers will guide students' intellectual development by posing problems for students to investigate as well as empower students to satisfy their own curiosities by pursuing their own inquiries.
The goal of learning is no longer simply the acquisition of knowledge, but rather the acquisition of knowledge, skills and conceptual understanding.
Taking the time for reflection on what students are doing or learning is essential to the construction of meaning.
Students' communication with each other and with adults is one of the best ways to encourage construction of meaning. The different perspectives that peers offer during this social interaction allows them to refine and deepen their understandings.
All of these facts mean that the process of constructing meaning is very active process of thinking.