Frequently Asked Questions
Becoming Education is a network of daycare centers and bilingual schools for children ages 0 to 13, united by a common educational project and a shared vision of learning. The group covers the entire educational journey through four integrated levels:
- Daycare Centers (ages 0–3): welcoming environments where play, relationships, and exploration foster young children’s natural curiosity and independence.
- Kindergartens (ages 3–6): inquiry-based environments inspired by the Reggio Emilia Approach, where children learn to ask questions, experiment, and collaborate.
- Primary Schools (ages 6–11): Bilingual programs that combine the rigor of the Italian national curriculum with active learning methods, hands-on workshops, and international approaches.
- Middle Schools (ages 11–13): Bilingual settings designed to develop independent study skills, critical thinking, reasoning, and skills for the future.
Come si sviluppa la continuità educativa nel percorso da 0 a 13 anni?
The first thirteen years of life encompass profound transformations in growth. The continuity of our educational path is grounded in a shared pedagogical framework that adapts to the development of children and adolescents.
As the years pass, the learning environments, the complexity of knowledge, and the degree of autonomy required change, but a way of learning based on curiosity, inquiry, relationships, and connections across disciplines remains constant. Transitions between different school levels are supported by transition periods and ongoing collaboration among the educational teams.
Being part of the Becoming Education group means combining a focus on the local community and the identity of each individual school with the resources of a strong network. Families and teachers benefit from:
- Pedagogical supervision and coordination: At each location, a qualified educational professional consistently supports the educational team in planning and observing educational processes.
- Research and Scientific Committee: The group draws on the pedagogical leadership of Cinzia D’Alessandro and the collaboration of a Scientific Committee composed of university professors to further develop its methodology.
- Ongoing staff training: Teachers and educators participate in ongoing professional development programs through the Becoming Academy.
- Organizational Stability: A structured organization ensures high-quality management, continuity, and security for all facilities in the network.
Educational Model
Our educational model is developed within the framework of the Italian National Guidelines, integrating them with pedagogical research and active, experiential, and inclusive methodologies:
- Ages 0–6: The primary framework is the Reggio Emilia Approach, which recognizes the child as a competent individual and emphasizes the “hundred languages,” the environment as the “third educator,” and the documentation of visible learning. Observation also draws on Brazelton’s Touchpoints approach and the recognition of multiple intelligences.
- Age group 6–13 years: Learning becomes multidisciplinary and develops through inquiry, real-world tasks, experiential workshops, STEAM projects, debate, public speaking, and problem-solving. Assessment is formative, focusing on processes, individual progress, and self-assessment.
In our schools, English is not treated as a mere academic subject, but as an everyday language for interaction, play, experience, and learning.
The approach evolves with age:
- In Nurseries and Kindergartens (0–6): We apply the “one teacher, one language” model, with Italian-speaking educators and native-speaking or bilingual educators who interact with the children through daily routines, play, and reading.
- In primary and middle school (6–13): Italian and English are used in roughly equal measure (about 50% each), with both languages employed to study various subjects, conduct research, and present projects.
- Scientific Approach and Collaborations: Our bilingual approach is supported by a scientific collaboration with Bilingualism Matters, an international network for research on multilingualism. Depending on the location, the schools integrate or draw inspiration from international programs such as Cambridge International or the International Baccalaureate (IB).
Outdoor Education is not an occasional recreational outing, but a genuine way of living and learning every day. Gardens, parks, neighborhoods, museums, and community spaces become an extension of the classroom for hands-on experiences and research. These experiences evolve as students grow older:
- Nursery and Kindergarten: Sensory exploration, free movement, and the discovery of nature’s cycles take center stage.
Primary School: The outdoor environment becomes a concrete setting for observing scientific phenomena, collecting data, and applying mathematical and geographical knowledge. - Middle School: This evolves into a full-fledged exploration of the local area, interdisciplinary research, and the development of civic and ecological awareness. Outdoor experiences promote physical well-being, motor skills, independence, the ability to assess risk, and care for the environment.
Well-being, Emotional Growth, and Community
At Becoming Education, we believe that feeling welcomed and safe is the fundamental condition for better learning. From the earliest years, we support children and adolescents in recognizing, expressing, and regulating their emotions, in listening to others’ perspectives, and in resolving conflicts through dialogue. For students aged 6–13, this focus becomes a structured Social Emotional Learning (SEL) program: one hour per week led by a teacher to develop empathy, collaboration, frustration management, self-awareness, and social responsibility.
The orientation process is designed to respect each child’s pace and avoid rushing things:
- In the Nursery (ages 0–3): We use “Participatory Settling-In,” which involves the active presence of a parent during the first three days to build a bridge of trust between home and nursery, with subsequent steps tailored to the child’s cues.
- In Kindergarten (ages 3–6): The onboarding process fosters independence from the very first days through dedicated preparatory activities and the presence of parents during the initial stages.
- In Primary and Middle School (ages 6–13): the arrival of new students is supported by the attention of the class group, the support of teachers, and dedicated continuity programs.
Growing up is a shared journey involving families, teachers, and educators. Our educational community is founded on an educational pact of shared responsibility based on listening, transparency, and constant dialogue. This relationship is built daily through individual conferences, assemblies, themed training sessions, dedicated communication tools, and visible documentation of learning. Additionally, the schools engage with the local community by collaborating with associations, cultural organizations, and parks to guide students in becoming active citizens.
Training for Educators and Teachers
The Becoming Academy is a continuing education program—both in-person and online—exclusively reserved for educators and teachers at Becoming schools. For us, training is not a one-time event, but an ongoing process that stems from the real needs of the schools and constantly links pedagogical research with daily practice. The Academy offers courses, exchanges of experiences among the network’s schools, and a digital platform rich in resources and recorded content. It also supports new professionals as they join the network through specific onboarding programs.
At Becoming Education, we believe in the role of the teacher-researcher: an adult who explores and learns alongside children and young people, serving as a concrete model of a curious and scientific approach to the world. Our teachers do not merely convey content; they observe learning processes, reflect on their own work, and constantly seek new theoretical and practical tools to advance teaching methods. This ongoing reflection is grounded in a shared pedagogical framework, inspired in part by the “Una scuola” Manifesto by Professors Monica Guerra and Francesca Antonacci of the University of Milan-Bicocca.
Orientation, Visits, and Enrollment
You can request an introductory meeting or schedule a private tour or Open Day by filling out the contact form on the page for the school you’re interested in or in the “Contacts” section of the website. During the visit (which typically lasts 45–60 minutes), the family is welcomed by the team or the pedagogical coordination staff, tours the school facilities, and learns about the typical daily schedule and the educational program.
The enrollment process always begins with an initial contact and an introductory interview, designed to help the family fully understand the school’s educational approach and discuss the child’s needs. Enrollment requests are then processed by the school’s administrative office after verifying availability in the requested grade level.
To ensure maximum clarity, detailed information regarding tuition fees, scheduling options, and included services (such as school meals or supplementary services) is transparently explained by the administration team during the introductory interview and school tour.
Yes, it is possible to enroll even during the current school year. Admission is subject to the actual availability of spots in the relevant class or section and is arranged with the school following an introductory interview, during which appropriate timing and procedures for enrollment are determined.