In August 2024, we embarked on a pilot program at the Istituto dei Sordi in Pianezza, Italy, aimed at testing the Virtual Learning Lab (VLL) and Pedagogical Sequences (PS) within a preschool context. This week-long piloting involved six dedicated teachers and a class of around 20 children, including d/Deaf children and those with autism. The focus was on environmental sustainability, a topic that was explored through hands-on activities and engaging stories like “Mr. Tree,” which brought the issue of deforestation to life in a way that was both educational and fun. 

The primary goal of this piloting was to evaluate the effectiveness, interactivity, and relevance of the VLL and PS in a real classroom setting. Over the course of the week, teachers and students alike were introduced to a variety of materials and activities designed to foster a deeper understanding of sustainability. The activities were designed to be inclusive, ensuring that every child, regardless of their abilities, could participate and benefit from the experience. 

One of the most memorable moments of the week came during a role-playing activity tied to the story of “Mr. Tree.” As described by Lucia, one of the teachers: “The moment that struck us the most? I would say it was when we asked the children to role-play animals, first during the food chain activity and then again during the story of Mr. Tree. It was a lot of fun because we finally saw the results of actively involving the children in the creation and execution of the activity. We could see how they took ownership and responsibility for the concepts. When it came time to choose roles, it was wonderful because, contrary to what we expected, there were no excessive arguments about who should play which part. It was very touching to see the children give the right importance to each role and be proud to play every creature that is part of our ecosystem. One child happily played the Earthworm, and two children debated who should play the Insect, which was both fun and meaningful.” 

This anecdote beautifully illustrates the power of interactive learning. The children not only engaged with the material but also took responsibility for their roles in the activity, demonstrating a deep understanding and respect for the concepts being taught. 

According to the feedback collected through questionnaires, the teachers were generally very satisfied with the VLL and PS. They praised the clarity of the materials and the practical nature of the activities. While some minor technical difficulties were encountered, they did not overshadow the positive experience. Teachers noted that the interactive elements were particularly effective, keeping the children engaged and making complex concepts like sustainability accessible and enjoyable. 

The pedagogical sequences, especially those related to hands-on activities like planting and storytelling, received a perfect score of 5 out of 5 from the teachers. They found these tools extremely useful for applying the concepts of sustainability, green entrepreneurship, and inclusion in their daily work with the children. The materials were praised for being ready-to-use. 

Despite some initial hesitations about the use of digital tools, the overall experience was overwhelmingly positive. Teachers recognized that the VLL and PS could be a valuable resource for future educational initiatives, particularly in promoting critical thinking and problem-solving skills among young learners. 

In conclusion, the piloting of the VLL and PS at the Istituto dei Sordi in Pianezza was a big success. The week’s activities highlighted the importance of involving children in the learning process and respecting their feedback. As we look forward to future implementations, the insights gained from this piloting will undoubtedly help refine and enhance these tools, ensuring they continue to inspire and educate. 

#GreenGUARDens #Sustainability #EarlyEducation #InclusiveLearning #VirtualLearning #PreschoolEducation