“Gonzaga wants to accompany each student by respecting and promoting their originality; a journey that involves not only the children, but also us educators and you families called together to collaborate for their growth.”
— Vitangelo Denora | General Director, Gonzaga Campus Palermo
For New Challenges, New Answers
We are aware that our educational task calls us to respond with creativity to the many important challenges that today's children will face in the future. We have chosen to begin this educational offer by exploring five key challenges that our Infanzia school addresses every day.
Emotional Competences
In a world of rapid cultural, economic, technological and social change, it is fundamental that children develop solid emotional and social competences from the earliest years. The ability to recognise and manage emotions, collaborate with others, adapt to new situations and face difficulties with resilience must be cultivated from the start of life.
At the Gonzaga Infanzia, promoting emotional and social intelligence means helping children develop self-awareness, empathy, emotion management and the ability to work together. Through their relationships with peers and caring adults, children build the foundations for self-esteem and learn to self-regulate.
What We Do Concretely
Activities developing socio-emotional competences fundamental for psychological wellbeing
Building positive relationships with others, including everyone
Learning the alphabet of emotions and self-regulation skills
Preparing children to adapt to a world in continuous change
The characteristics of the Infanzia Italian School
The Educational Offer
The Infanzia school's educational offer is built on five pillars that work together to provide children with a rich, engaging and formative experience — from bilingual immersion to outdoor discovery, from play-based learning to physical development and smooth transitions between school stages.
Italian-English Environment
Bilinguismo Italiano-IngleseChildren are immersed in a bilingual environment where Italian and English coexist naturally throughout the day. Each class has an Italian lead teacher and an English specialist teacher who spends approximately 15 hours per week with the children.
Small-group English sessions for focused, natural language acquisition
Phonetics-based approach to develop authentic pronunciation from the start
English used as a vehicular language during play, routines and activities
Continuous, spontaneous exposure — children absorb the second language naturally
Stories, songs, games and creative activities conducted entirely in English
Why Early Bilingualism?
Research shows that early bilingual exposure enhances cognitive flexibility, creative thinking and metalinguistic awareness. Children who grow up with two languages develop stronger executive functions and greater openness to cultural diversity.
At Gonzaga, bilingualism is not simply "teaching English" — it is creating an environment where two languages and cultures coexist as complementary modes of understanding the world.
The Sections
Nido Section
6 - 20 months
The nursery welcomes children aged between 6 months and 20 months. The planned activities are differentiated by age group, aimed at exploring and sharing experiences. In this context, specific objectives can be identified in relation to the different areas of experience, such as the development of security and self-esteem, the development of early language skills, autonomy in daily routines and spatial orientation.
Primavera Section
20 - 36 months
The spring sections welcome children from 20 to 36 months. It represents a sort of intermediate level between early childhood and childhood. The spring section is an extraordinary opportunity for children to start discovering socialization and promotes their growth in a serene and welcoming environment that responds to the needs of play, rest, nutrition and personal care.
3 years old Section
3 years
The three-year-old section welcomes children at a key stage for building identity and relationships. The activities aim at developing identity, self-confidence and self-ability, and socialization in a structured yet playful setting. Through guided play, group routines and first learning experiences, children strengthen their sense of self and learn to cooperate with peers and adults, laying the foundations for the following years of kindergarten.
4 years old Section
4 years
The four-year-old section focuses on growing autonomy and creative thinking. The activities are planned to develop autonomy, creativity and divergent thinking through projects, exploration and expression. Children are encouraged to make choices, solve simple problems and express their ideas in a supportive environment that values curiosity and collaboration, preparing them for the final year of infanzia.
5 years old Section
5 years
The last year of kindergarten is oriented towards the acquisition of a sense of global citizenship, Ignatian skills (indicated by the student profile) and the prerequisites for learning to read and write.
Spaces & People
"Lo spazio come terzo educatore" — Space as the third educator. "Per educare un bambino ci vuole un villaggio" — It takes a village to educate a child.
Per-Class Spaces
Classroom with Corners
Each class has a dedicated classroom organised into activity corners (symbolic play, building, reading, art) that invite children to explore, create and collaborate in a structured yet flexible environment.
Outdoor "Villetta"
Every class has its own outdoor garden space — a small "villetta" — where children can play, observe nature, and extend learning activities into the open air throughout the year.
Service Area
Dedicated spaces for hygiene routines, rest and personal care — designed to support children's autonomy and wellbeing in a comfortable, child-friendly environment.
Shared Spaces
Communal Playground
A large shared outdoor area for inter-age play and socialisation.
Mini-Gym
Indoor space for motor activities, PE sessions and structured movement games.
Canteen
A welcoming dining space that is also an educational opportunity for nutrition awareness.
Didactic Garden
A shared garden for planting, growing and learning about nature's cycles.
Campus Exploration
Beyond their dedicated spaces, Infanzia children regularly explore the wider campus — external gardens, sports fields, the chapel, the library and common areas. This interaction with the broader community is a unique feature of the campus model, enriching children's daily experience with diverse stimuli and inter-age encounters.
A Typical Day
Daily Schedule
The full-time programme runs from 8:10 to 16:10, Monday through Friday (40 hours per week). Families may choose between Service A (early exit at 14:10) and Service B (full day).
Service A
Until 14:10 — families may request early exit from 13:30.
Service B
Until 16:10 — includes afternoon workshops. After-school service available until 17:00.
The Curriculum's Red Threads
Four interdisciplinary threads that run through the entire Infanzia experience — connecting care, technology, spirituality and global awareness into a unified vision of early childhood education.
Tutoria
Teacher-Tutor & Personalised CareAt the heart of Gonzaga Infanzia is the figure of the teacher-tutor, who accompanies each child's growth with attentive observation, personalised activities and an emotional-affective environment that nurtures security, creativity and the courage to explore.
In Daily Practice
Lead teacher as tutor: a dedicated adult who knows each child deeply
Field observation of play activities to understand each child's development
Creating an emotional-affective environment that fosters security and trust
Stimulating creativity and the desire to explore through personalised approaches
Regular family dialogue to share observations and coordinate care
Documenting each child's unique growth journey
Technology
Promethean Panels & Digital IntegrationTechnology in the Infanzia is integrated thoughtfully and age-appropriately. Promethean interactive panels support teaching while coding activities develop early computational thinking — always balanced with hands-on, non-digital experiences.
In Daily Practice
Promethean interactive panels in every classroom for engaging learning
Coding and computational thinking activities adapted for young children
Technology referent teacher coordinates digital integration across sections
Balanced approach: technology complements rather than replaces direct experience
Children as active protagonists, not passive consumers of digital content
Age-appropriate digital literacy within a framework of responsible use
Pastoral
Spiritual Discovery & InteriorityPastoral animation in the Infanzia nurtures children's innate sense of wonder and opens them to questions of meaning. Through prayer, celebrations and care for creation, children begin a journey of spiritual discovery inspired by Ignatian spirituality.
In Daily Practice
Prayer in the Cappella San Giuseppe: moments of silence, wonder and gratitude
Liturgical celebrations adapted for young children throughout the year
Connection to Laudato Si' and Fratelli Tutti: care for creation and for others
Moments of interiority: learning to listen, be grateful and express feelings
Spiritual animator accompanies children's first questions about meaning
Celebrating together as a community: festivals, seasons and special days
Global Citizenship
International Days & Multicultural ActivitiesFrom the earliest years, children at Gonzaga develop openness to the world and awareness of their responsibility as global citizens. Through international days, multicultural activities and bilingual immersion, diversity becomes a source of richness.
In Daily Practice
International Days: Rights of the Child, Earth Day, Water Day, Day of Legality
Multicultural activities that celebrate diversity as a natural part of life
Bilingual environment as a daily experience of cultural openness
Stories, traditions and customs from diverse cultures shared in class
Early awareness of environmental responsibility and solidarity
Building the foundations for active, conscious citizenship from childhood
Inclusion & Assessment
In the Ignatian tradition, assessment is not classificatory but diagnostic — a tool for understanding each child's unique journey and supporting their growth in all dimensions.
Cura Personalis at the Foundation
The principle of cura personalis extends to every child, including those with different needs. Each child is unique, and the school promotes the active involvement of all, removing barriers and ensuring that differences become resources for the entire community.
Funzionamento Differente
We recognise that each child functions differently. Rather than categorising or labelling, we observe and understand each child's unique way of learning, relating and growing — adapting our approach to meet them where they are.
Equità & Efficacia Tecnica
Equity means providing what each child needs to thrive, not the same thing for everyone. Combined with technical effectiveness (evidence-based methods, professional expertise), this ensures high-quality, personalised support for DSA/BES children.
School Psychology Service
The Servizio di Psicologia Scolastica provides observation of children, counselling for parents and teachers, support for families and professional guidance — ensuring that every child's wellbeing is carefully monitored and supported.
Inclusive Practices
Active involvement of all children in shared activities and experiences
Barrier removal: physical, communicative, relational and cultural
Personalised plans for children with certified disabilities or specific needs
Specialist support integrated with lead teachers' work
Family dialogue and coordination with external professionals
School psychologist for observation, counselling and family support