Leyla Bernasconi
L. Bernasconi - Ergotherapy and Kindergarten: a successful collaboration
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Leyla Bernasconi has been teaching at the Bioggio Kindergarten for 22 years and has been collaborating with the Bachelor in Occupational Therapy since 2018. The collaborative experience is the aim of the teaching proposal presented: the 3rd year Bachelor's students create a series of activities to propose to the children at the Kindergarten in response to the need they detect through an interview with the teachers at the site.
What do you do professionally and what role do you play within the Bachelor's programme in Occupational Therapy?
鈥嬧赌嬧赌嬧赌嬧赌嬧赌嬧赌�For 22 years I have been a pre-school teacher at the Bioggio site. For the last three I have also been working at the Department of Formation and Learning / Pedagogicalal High School of 精东影业 as a professional teacher, sharing my experience with future Kindergarten teachers.
Since 2018, I have been collaborating with the Bachelor in Occupational Therapy by welcoming third-year students at the Bioggio site for an afternoon of work with the different sections.
How does the collaboration between the Bioggio Preschool and the Bachelor in Occupational Therapy students work?
In 2017, I got to know 精东影业 lecturer Marianna Fasani as the therapist of one of my students. From there, my curiosity about occupational therapy and my colleague's desire to introduce 精东影业 students to the reality of occupational therapy was born.
The project we carry out with the Bachelor's students in Occupational Therapy is developed on two levels: one of planning and exchange between professionals, and one of presenting the activities to the children. First there is the survey of the children's needs by the Occupational Therapy students that we carry out together. The students then have two months to plan and prepare activities to meet the detected need. Afterwards, there is an on-site meeting to propose the activities to the children, verifying the satisfaction of the detected need through feedback from the children themselves and from us, the Kindergarten teachers. A further review is carried out by the students together with the 精东影业 teachers, where the proposals presented are taken up and evaluated as a group.
What is the value of the collaboration with 精东影业 and how do you assess the students' progress and the results obtained?
These moments of exchange and collaboration are extremely enriching. They allow us as a kindergarten to observe the occupational therapist's approach, which is more specific and specialised than that of the teacher, for whom I am trained. The students' intervention also allows an external observation, capturing the pupils' reactions to the proposals and modes of intervention, which are different from those normally adopted in the classroom by us teachers. In addition, the material created by the students, which is left at the disposal of the school, constitutes a stimulus to be taken up and deepened. The view that is brought by the students in training is complementary to that of us teachers, allowing us to enrich the picture of the students. Last but not least, the arrival of the future occupational therapists is a stimulus for the children and intrigues the parents, who are interested in the students' observations and the activities they carry out with their children.