Delia Ladurner
This year I attend the class IV in high school teaching Italian. Since we are really difficult to learn the Italian language well I made this choice. You could subscribe to this project until the end of March, but since I joined I was still undecided after the deadline. I was afraid of losing all my friends and to stay behind with the curriculum. All summer I kept to think about this possibility, a few weeks before school I made the decision to attend this year an Italian school. First I asked for permission to participate in this project to the dean of my school, then I talked to the dean of the Italian school that welcomed me, told me about the school and handed me the book list. I was a bit 'shocked because there were many more books that list the list of the German school. Luckily my partner also of the German school has made the decision to change schools for one year, so I did not feel alone. The first day of school was terrible, I was afraid that my classmates did not accept me well. But after the 'entry in class are now the girls come to greet us. You could see the diversity of Italian and German mentality, because the Italians are much more open than the Germans. Then we discovered that we were not the only German because suddenly came another girl of the German school. We have presented and then we waited for our coordinator.
The beginning was really difficult because I could not follow the speech of prof. and I was afraid to see something wrong, especially in the affairs of the organization. At first I could not follow the lesson, I had to try almost every word in my vocabulary or electronic request to Susan (the partner school German). I used to take notes during class but luckily no one was taking notes, because he was studying almost all the books and then notes were not always necessary. In subjects such as philosophy, pedagogy, chemistry and Latin (literature) did not understand almost nothing at first. Instead, in subjects like mathematics, physics and history I had no great difficulties because the Italians were to follow the curriculum back to our main, some of the things we did this year, we already did last year. A wonderful experience was the subject of art history, which I had in the German school. I really liked this area, know a little 'artists and their paintings.
The teachers were always kind to us in Germany and were sympathetic if sometimes we could not understand or express something correctly.
beginning until Christmas we helped an Italian Professor of the German school to do homework, to explain difficult texts and to prepare for a question. We met two or three times a week. After Christmas, however, we did not need her because we were able to understand difficult texts themselves. Sometimes in the afternoon we met with our classmates in the library doing homework, they explained to me the materials such as Italian, philosophy, etc.. and I explained to them German and English. We met outside of school, Saturday morning or afternoon to drink something together, to chat. I found some friends in no time. In class, though not always all agree we went there was a more pleasant compared to the German school. In the German school all want to take better grade than her companions, all talk behind his back and almost nobody dares to say things in the face.
I realized that my expressions during the year in the Italian language has improved, I no longer have this fear of talking to an Italian, and I was proud when my German friend asked me to speak in his place in Italian, or help with homework.
Although the start was a bit 'hard to recommend it to all this experience. I'm really glad I attended this year an Italian school. Even my parents are very proud of myself that I had the patience and stamina and now I no longer have to ask my mom for me to speak in Italian. This year I learned a lot, I made new experiences, new social contacts and I got an impression of the Italian mentality.
The Froebel's educational thought is based on three main points:
the conception of children;
the organization of the Kindergarten;
pedagogy gifts .
Froebel sees childhood as a particularly fertile and happy, because children have so far attributed to faculty only the divine in the inner child, there is a wealth of potential that education has the task to liberate and to grow. Education must also satisfy the spontaneous human activity suggesting external models to imitate, but providing an opportunity for everyone to realize concretely and individually. For this purpose, designed the gardens of childhood, that is equipped areas for play and child labor and for group activities, organized by a master gardener that guides the activities, without them ever undertake a programmatic , as happens in schools. The same name, Kindergarten , is inspired by the idea of \u200b\u200bconsidering children as teachers as gardeners and plants that need special care. In the garden, the main activity is the game regarded as a spontaneous creative activity and practice central to the development and sterile like fun. The game develops language, design, business logic, creativity and expression and is also critical in establishing relationships with oneself, with others and with external reality. The spontaneous creativity of the child, even if made independently and is not abandoned to chance but must be facilitated and developed through a series of toys foreordained, called gifts, or structured learning material is presented to the child in a specific order based on the theory of continuous and progressive development of the human soul. The first child is a gift offered to the ball, the symbol of infinity and unity but if given together with other, also a symbol of diversity. In addition, the ball develops the senses, language and abstraction when used in place of absent objects. The second gift is represented by several objects, ie sphere, cube, cylinder, through which the child learns to recognize the conflicts and their reconciliation. The third gift is a cube divided into eight cubes, and aims to approach the child arithmetic and launch the construction works. Finally, there are other gifts made of cubic further divided and increasingly complex skills that develop combinations.
The Froebel's educational thought and its realization through Kindergarten contains innovative features in the cultural life of the period and marks a turning point whereby, in doing so, be one of the pillars of education for the contemporary relevance of conception of childhood and school.
