What can we learn from Scandiano preschool? The focus on the children The capturing of the the childrens thoughts To allow parents into our preschool activities To make more documentation of the childrens work To adjust the interior of the preschool according to the interests of the children In Sweden we put in great effort in our routines (food, getting dressed and so in) in order to raise children with great self-esteem. We take advantage of their energy in daily routines such as setting the table, cleaning the table, doing the dishes, sweeping the floor and so on. In Italy the teachers “serve” the children more in these situations however it seems they still manage to maintain (in general) good self-confidence by using their energy in pedagogical and creative activities. If we steer some of that energy they willingly show in our routines to more creative and pedagogical activities we should hopefully achieve more learning and developing situations at our preschools and get more motivated and curious children who has a lot of selfconfidence in their own developing and learning entirely according to our curriculum With simple means you can achieve great things!!

Birthday documentation from friends

Drawing maps

Parents writing stories for the children at the preschool

Recycling station with messages from the children

” Research” ; Snails

”Messageria”

Hansel and Gretel Beautiful drawings in a book project

”Corners” The preschool in Scandiano had different corners with materiel that invited the children to play and learn

Cooperation between municipality and schoools; Traffic security

Take care of junk for creative reasons

Parents corner with messages from the children and new documentation every day

Light project

Possible improvement of the exchange from Marie in Kista: The tutor should be allowed to be more distant to the children during the exchange (worked in Scandiano) At least two exchanges at the same pre-school from the same country (language) during the same exchange-period (for reflections, discussions about the experiences) The fact that very few teachers in Italy speak English has a negative influence on this very important exchange that has just started.

Some notes from Norrköping To be accommodated within a family gives an extra dimension to the exchange and puts the preschool in a deeper context. Small childrens motor skills in focus The teachers are assisted by several others (non pedagogists) during the daily activities. Since the teachers at the preschool are aware of the fact that when the children start school they are no longer allowed to play without demands of per-formance; the preschool (Imola) puts a lot of focus in the free play Very social skilled children, especially between themselves. The relation between the teachers and the children have more of a techer-pupil character. No hurry most of the time. However they should give the children a litte more time when they dress. “Wokspaces” out-door. Divergence between different preschools A lot of toys, few creative activities Pedagogical observations an important tool

Possible improvment from Norrköping Time consuming to travel on weekend days Few Italian teachers with enougth skills in English made it impossible to have more deep pedagogical discussions. contact before the journey did not work which complicated the planning. However on the whole a good organisation!

A Summary of opinions from Sweden 2008 The tutor should be allowed to be more distant to the children during the exchange At least two exchanges at the same pre-school from the same country (language) during the same exchange-period (for reflections, discussions about the experiences) Possibly two from the same pre- school to facilitate implementation of new skills back home. The fact that very few teachers in Italy speak English has a negative influence on this very important exchange that has just started. To be accommodated within a family gives an extra dimension to the exchange and puts the preschool in a deeper context. Time consuming to travel on weekend days Few Italian teachers with enough skills in English made it impossible to have more deep pedagogical discussions. There should be an opportunity to use an interpreter once a week. contact before the journey did not work which complicated the planning. Too many social activities didn´t leave much time for reflections and documentations More time for reflection and documentation during the stay The job-shadowing should focus on two areas; one area chosen by the tutor and one area chosen by the exchange person. It should be organized that an exchange who is done should get in contact with the next one. However on the whole a good organisation!