“‘Lo spazio esprime valori, pensieri, ha un suo linguaggio silenzioso.’” [1]— Space expresses values, thoughts, and has its own silent language.

While studying abroad in Florence, Italy, I interned as a teaching assistant for an early childhood education center in Pistoia. I cared for children aged 4 to 18 months. I helped them in the beginning stages of language acquisition and acted as a role model for positive social behaviors. 

As I reflect on my experiences in Italy, I am still moved by the principles I learned, particularly the notion of la pedagogia di buon gusto, “the pedagogy of good taste.”  The Italian expression buon gusto refers to good taste in all aspects of life, from fashion to decor. Being courteous, being a great cook, and making a good impression at a meeting or a dinner party also exemplify buon gusto, as does the Pistoiese approach to early childhood education. The notion of buon gusto is what makes the Pistoiese approach to early education stand out from the rest. The pedagogy of buon gusto is part of a Pistoiese teacher’s service of providing for the harmonious development of children. Students have a need for beauty, as well as a right to it. The attention to aesthetics is also a very Italian way of being and doing.  “This special care for the look of the environment and for living space …. with the design of spaces that encourage social interaction, are essential elements of Italian culture ” [2]. The teacher honors a child’s right for beauty in their care and choice of materials. All schools make their own culture and possess a unique essence, which is influenced by philosophical, political, spiritual, and moral forces.  

Pistoia’s strong emphasis on community engagement is reflected in its school systems. An attention to aesthetic is part of a Pistoiese teacher’s service.

Space

School is a place where  children begin to formulate their understanding of the world. So, it is very important that they feel a sense of security and freedom to move in an environment that is not home. Pistoiese teachers understand the importance of the classroom as a learning instrument, and they orchestrate this space in a way that provides the children with the comfort to explore. In the Pistoiese model, the learning environment is cited as a third teacher– after adults and children.

The first observation visitors would make upon entering the classroom in which I worked at Il Lago Mago would be the friendly and tranquil energy of the space. Plants are interspersed  among the many books on tiny bookshelves, low enough for the students to grab their own books. Documentation of students’ play or work (play is work), as well as their photos and quotes of their own words decorate  the walls around the room.  Visitors notice the organization of the environment and how it evokes a sense of order, harmony, and tranquility. There is minimal plastic. Instead, there  are musical instruments, wooden building blocks, items to play pretend house, books, and old cellphones. The predominant colors of orange, green and yellow instead of black, red and white is no coincidence:

These colors energize but also calm the spirit.  The natural light from the large windows does not have a draining effect like artificial ones and saves money for the schools. In the corners of rooms children can play away from the watchful eyes of adults. The beauty of this classroom design is that children are encouraged to choose the space that best suits their type of play, whether it be alone, with another child, or in a big group. The large windows in the corners of the room are low enough for the children to look out beyond the classroom, giving them visual access to the outside world. Children can sit with others or by themselves, watching the leaves fall from the trees. They can watch and wave to the people walking their dogs in Park Puccini. Thus, the children are not hidden behind the walls of the school, but rather can participate in the surrounding community.  Visitors might also notice the soft pillows around the school, and how elements like these encourage the teachers and students to relax and sit comfortably together while reading stories.

The Italian Lunch    

When it comes to their food philosophy, Italians emphasize variety and the use of local produce in making healthy creations that still satisfy the tastebuds.  Everyday in my school, teachers and students sat together for their meal. A beautiful table cloth was placed on the table.  Actual utensils and glass cups, not of plastic, were given to students. The one-hour lunch at school followed the same sequential plate order the Italian children follow at home (first course, main course, side dish, something sweet, and then, coffee for the teachers). The staples of bread and olive oil were always present. In all early childhood centers in Italy, the children are fed hot delicious meals from their on-site kitchen. The children know the cook of their school very well because she frequently visits them during meal times to see if her food is popular. Lunch is a very important ritual where Italian traditions are preserved and learned. The children begin to construct a bond between appreciating  food, learning not to waste, and only taking what they need to satisfy their hunger. They internalize the standards they learn, which follow them throughout their lives.

I was given a unique opportunity to reflect on a country’s investment in its future generation and also compare and reflect upon my own early childhood education experience in the U.S. with that of the Pistoiese pedagogical philosophy in Italy.  What are the desired societal and adult outcomes?  For Italians, the preparation of life as a citizen begins in early childhood education centers for these children.  Might applying this philosophy of buon gusto in our American schools guide our own children to become engaged citizens?

[1]  A.L. Galardini (2003, p. 49) qtd in T. Terlizzi (2013), “Il pranzo all’asilo nido: tra alimentazione e convivialità ” in E. Catarsi e E. Freschi, (2013) Le attivitá di Cura nel Nido d’infanzia  (pp.57- 76). Parma, Italia: Edizioni Junior. pp. 62.
[2]  L. Gandini (1998), “Gli Spazi Educazionale e Curati”, in C. Edwards et al.  I Cento Linguaggi dei bambini [100 Languages of Children] (pp. 161-178).  London, UK: Ablex Publishing. pp. 168.

Michaela aims to be an international instructor and impart knowledge for her students’ lifelong learning. She hopes to teach global values and global topics in her classrooms, so that her students are prepared to be conscientious citizens of the world. Michaela’s next international experience will be teaching women’s reproductive health in India in J-term 2016.

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