Findings

Two basic needs emerge by the analysis of the problems suffered by children and their mothers: on one side an educative intervention external to the family, mediated by skilled adults within a socializing and well structured context; on another other side the existence of referring and supporting points for the mothers, in order to improve the understanding of their children needs and to use more adequate educative tools. Therefore urges an action in the early childhood sector neglected by local institutions. The proposed intervention focuses on integrated components: physical structure of the buildings, teaching methodology, playing activities, psychosocial recovery through the application of the education to resilience in favour of children.

Resilience pursues an exclusively pedagogical objective and it acts in a framework of ex ante prevention, rather than ex post treatment, keeping a very defined separation line with any medical approach and providing teachers with skills and tools which can be realistically expected to be implemented in the KGs.

Resilience is a talent of every human being, is the ability to confront life adversities, overtaking them and becoming a stronger or different person. Even though could be confused with the capacity to survive or resist, resilience is the ability to use an experience learned during a difficult event in order to build the future. Best place where this process can be taught are spaces where child socialization and education take place, such as kindergartens. Therefore KGs must be supported in becoming a place of protection and acceptance in which children can actively live their childhood and their emotional dimension in a positive perspective.

Children cognitive development takes place mainly through a process of discovery and acknowledgment of the world. The kindergarten should be one of the environments were this process takes place, therefore should stimulate children involving them in the learning process through educative playing and creative activities. At this aim the proposed operation intends to promote the active learning methodology in the KGs. Playing is essential in the psychosocial development of the child. Playing activities not always take place in KGs, and too often are practiced only during breaks, considered as a spare time activity. At this aim the activity of the playbus will involve KGs in a long term planning.

Parents must become aware of children communication and of the importance of playing for the child cognitive development. Being involved actively in the playing and creative activities of the playbus parents will share and experience how to play with their children therefore how to communicate through a non verbal language.

Teachers are the main actors in the educative development of preschool aged children. Self awareness must be a basic condition to build and promote oneÕs own professionalism. The active participation of the teachers to the activities, the exchange of experiences, the discussion groups proposed create the conditions for a positive sharing of methodologies and skills with the team of operators. This strengthen the resilient capabilities of teachers who themselves suffer consequences of conflict and violence. Renewing and equipping KGs contribute to create a safe and welcoming environment, therefore the necessary conditions to stimulate a resilient capacities in the children.