Our idea of a competent child is supported by neuroscientific research and is based on our genuine and deep respect for children and their developmental differences. We want children in our daycares and schools to feel welcome, protected, stimulated, intrigued and encouraged: we wish for their happiness.
In order to be successful in teaching, students must feel excited. Sadly, many still feel that it is not possible to learn while enjoying yourself.
At Doremi, we strongly believe that growth and progress start during childhood; if we want children to grow up to be responsible and well-aware adults, we must abandon improvisation and frontal instruction. We must not be afraid to educate by trying to bring out the best in each child. Learning is discovering that can be achieved only by discarding the idea that a child grows up alone; while it is true that children have all the necessary resources to make it on their own, it is absolutely necessary to set the conditions for this to be possible. It is therefore necessary to rely on science and prepare children, through significant experiences, to be able to face different situations in life. This requires a good educational project.
We support and encourage the maieutic method because it is based on two requisites that can always be observed: the ability of children to perform on their own and their social interaction with other peers.
All of our facilities, even if the layout is different, have essential characteristics in common. Classes are held in rooms specifically designed, and continuously evolving, to meet children’s needs and interests. The teaching environment is pleasant, safe and mainly functional. Size is carefully calculated and subtle colors are chosen, in order to enhance the child’s progress. Children are the “true main characters”.
All materials are carefully chosen by teachers, with a specific educational purpose in mind, in order to indulge the child’s curiosity and allow children to interact freely and independently. The child should always be looking for things to do in an environment that is however, constantly under strict adult supervision.
The maieutic method allows children to perform on their own by reflecting their curious nature. If we are able to support the child’s natural tendencies, then we can obtain better results. On the contrary, if we try to impose our ways, we will hold back the child and halt his learning.
The creative component of the maieutic method is based on using stimulating rather than ruling questions. The child’s interest is the main focus and not the knowledge behind the answer. Learning is achieved when need, attention, surprise and experience come together.
Being a teacher is not a predisposition but depends on sensitivity, competence, method, organization and rigor.
All Doremi teachers focus on posing stimulating questions, and are actively involved in listening, transforming their classrooms in a maieutic lab. In this way, the teacher acts as a director, maintain a very delicate balance between having a loving relationship with the child and being able to guide his/her education. The teacher must have the ability to tune-in with the child and make all the right moves to encourage participation, always supporting autonomy.
Labs represent a place where children can make discoveries and where their different “skills” meet and mix. Here, children represent themselves, their own intelligence and inclinations. Stories are told with words, images, gestures, body, sounds….
The name Doremi was chosen to underline the main focus of the program: music. Music is not merely considered a form of entertainment, or a technical ability. It is introduced as a cultural and educational experience for children of all ages. Scientific research has shown the stimulating effects music can have during childhood.
In order to support our ambitious project, all teachers are carefully selected, based on degree and specialization (music, English, other), and are subject to several hours of training and refresher courses, in order to guarantee their professional growth within the company.
All music teachers are also members of the E. Gordon Audiation Institute for Music Learning.
We believe that excellence in our service depends on foreseeing the need to offer high quality education; applying the best methods available; relying on neuroscientific research; carefully selecting and training our personnel.
Noi sosteniamo e incoraggiamo l’approccio maieutico del pedagogista Daniele Novara e dello staff del CPP perché si basa su due presupposti sistematicamente presenti: la capacità dei bambini di fare da soli e l’interazione sociale con gli altri bambini.
I nostri nidi e scuole, pur diversi strutturalmente, presentano caratteristiche comuni e imprescindibili. I processi educativi hanno luogo in uno spazio fisico, progettato con cura e in continuo divenire, per assecondare esigenze ed interessi dei bambini. Gli ambienti sono accoglienti, sicuri e soprattutto funzionali; le proporzioni dei volumi e delle superfici sono ben calibrate, i colori naturali o tenui per dare risalto alle produzioni in progress dei bambini, i veri protagonisti.
Our first students were two and three year olds back in 1993. Today they are successful young adults.