Berlinwood Fingerboards For Sale

BOXES POSSIBLE ': PROGRAM GUIDE

S C A T O L E '

a game path is designed and built to Children and adults who accompany them in the discovery of objects from which we are not accustomed to surprise us: the boxes. Boxes intended as volumes, surfaces, geometric spaces, worlds to explore, build and containers to fill with things and ideas.
In this way the figure is the need of operators who will guide the children to reinterpret boxes through the imagination, discovering unusual features, transforming them into imaginary objects and using them as key to understanding the diverse functions that accompany the life of 'man. Boxes to live, work, play, boxes to hide, which keep secret, which carry more than what is important to us. Boxes as the TV, such as computers or as those invented by nature, even before the 'man was not aware of: the shell of the' egg, the skull, the pod, the nut, the shell.

The Cultural Centre for Children offers a curious, original, diverse and versatile range of activities designed to intrigue the curiosity of children and implications along those lines of arts, culture, education, games, photography, cinema, theater, music and communication that are the basis of growth of each child.
The senses of children wake up and grow in an environment characterized by a serene, full of images and imagination, of wonder. The game, fairy tales, the experiences of color, music and movement, and especially the relationship with the teachers about your child create a warmth that protects it from too many stimuli with which the modern civilization tends to bomb them. During this time the child receives impressions from the outside too strong and can adversely affect its development.
The main point of this project will be a Steiner Kindergarten based on the principles of the perception of under 12 to access conscious learning: In addition to the five external senses, sight, hearing, touch , smell and taste, there are actually seven internal senses: sense of life, movement, warmth, balance of thought, word, ego and the importance of the game.
The game (activity for fun, leisure and hobby) appears in the lives of everyone at the end of first year and with us forever. During childhood, the game allows the child to deal with reality. From the psychological point of view, the game engages memory, attention, and helps the child to understand and do just the environment around him through the experiences, helping to unload the emotions, tensions and to place themselves in an active position in those situations of reality, in which it is not; through the game takes on symbolic roles that are different from their own, reducing more and more of egocentrism. From the pedagogical point of view, the game is an important instrument of socialization, knowledge of reality and free the imagination and creativity of the child.


AUTONOMY, CORPORATE 'AND MOVEMENT
The first tool the child uses in their experiences with the environment through the sensory-motor play is the body through which it communicates with others, and reaches an object moves from one place another. Through the acquisition of awareness of their corporeality is different from the environment that surrounds it. Smaller
have considerable freedom of movement, promotes crawling, walking, climbing, rolling, crawling, getting on and off; launch games are offered and taken of an object, put in and pull out , the first discovery and development of a reflected.
The largest are encouraged to run, jump, climb, balance, motor through trails, games with rules, mimed songs.
Gym for kids with games and mirrors and artificial climbing walls for older children.


ENVIRONMENT AND THINGS senses' PERCEPTION AND
This field experience involves children in exploring, discovering the environment, handling and construction of small objects.
Most children learn to classify objects according to their sizes, shapes and colors, to observe the rain and snow to collect water as liquid, to make transferring games and games that offer opposing perceptions (sweet / salty, hot / cold, big / small, heavy / light). Large
learn to classify objects based on their perceptions (color, flavor, shape, temperature). We start to explore the seasons and how to change the environment of plants and animals, collect leaves, flowers, vegetables, fruits that are classified. We do experiments with water.
Essential is the presence of a garden with games, small botanical gardens where children can play in cultivating small plants and flowers do small experiments, and small pools of water.


IDENTITY 'AND REPORTS
The construction of the individual's personality is based on the experience of early childhood for this is good to aid the child in building a positive self-image, establishing good relationships with others and learn some rules of conduct and relationship.
Younger experience games with the reflection in the mirror, starting with the first games of the report by providing and sharing the same object and the first games of imitation
Large play various games with the rules, explore hiking through the external environments in order to know the aspects and relations, and to them was entrusted with the care and management of plants and objects in the environment.
for the various games and exercises is enough space in the gym but it is necessary, indeed indispensable, a green garden.


COMMUNICATION AND LANGUAGE
The child in the early years "learn" their language, first in understanding later in production.
They help the children in a simple way to describe what you are doing, the largest learn to tell stories using pictures. Are proposed all children songs and nursery rhymes and reading books to children in order to stimulate memory and logic.
For this phase we use the basic classrooms, one for each age group, three in total and another room that will host the special music classes.


TRIALS, PROBLEMS AND LOGIC
This area of \u200b\u200bexpertise is aimed at fostering the perceptual capacities of the child and ordering reality in a logical order.
Younger freely explore the environment around them, are proposed for filling and emptying games, games of sonic exploration, tactile and visual. The great use
puzzle, puzzles, construction, sorting games and games racking.
These activities will be conducted in classrooms.


MANIPULATION AND EXPRESSION
In this area we aim to develop creativity and imagination of the child through the use of different media.
For smaller water are used flour, sugar, seeds to facilitate the handling of polymer clay, graphic painting of the activities will be made using wax and color to color non-toxic finger or colors derived from nature. The expressive activity is promoted through the play of disguises, dancing, playing di canzoni.
I grandi utilizzano oltre ai materiali dei piccoli, anche materiali più complessi come pasta di sale, Didò, sabbia, pasta frolla per fare i biscotti che vengono impastati e modellati, mentre per le attività grafico pittoriche si utilizzano pastelli, pennarelli, gessi, timbri, spugne, colori a tempera, collage.La creatività si rafforza attraverso l’attività di drammatizzazione e il gioco del far finta. Si recitano poesie, canzoni e canzoni mimate. I bambini sono incoraggiati alla costruzione e uso di strumenti musicali.
Un grande laboratorio creativo i cui lavori finali verranno esposti in delle gallerie espositive vere e proprie, una piccola sala di musica nella which will be hosted street noise, music and entertainers for children and a small theater for the various exhibitions and performances.

PROGRAM GUIDE
living:
mini- loft for the detention of organizers of exhibitions for children, the presentation of picture books and musical theater performances.

infrastracturing:
-relational spaces where children of different age groups can interact with each other;
-exhibition space for objects created by children in workshops;
-conference room for meetings between parents and teachers;
- the udodeca.

creating :
small-theater for various exhibitions and performances, creative workshops-
:
laboratory reuse;
laboratory kitchen
art laboratory and modeling
-rich library of books, music and stories that teachers, leaders or parents can read to children.

excange:
-kindergarten for children aged 3 to 6 years;
-a 'restricted area to a children's museum with thematic rooms (culture, art, science, environment ) ;
-table for pre-schoolers;
-bar-restaurant for visitors to the museum;
-small library attached to the library;
-rooms for private parties and birthdays.

rebiling nature:
garden with small botanical gardens and ponds;
-greening attempts to isolate .