Abstract:

The decision to adopt the Senza Zaino model, which means students without backpacks, in preschool sections of the Salgari complex at the Settimo II Comprehensive Institute in Settimo Torinese did not represent a simple logistical reorganization, but rather a profound pedagogical transformation inspired by the Global Approach to the Curriculum and by Dewey’s principles of situated learning. The study, conducted over an entire school year (September–June) in three preschool sections, involving 84 children aged 3–6, including five with special educational needs, originated from the need to overcome the limitations of transmissive models and align environments and practices with the principles of the National Guidelines and situated learning. The objectives focused on investigating the effects of an intentional organization of spaces, time, and relationships on the development of children’s agency and democratic coexistence, as well as the transformation of the teacher’s role toward more reflective and design-oriented practices. Each section was transformed into a “Learning Landscape”, a space intentionally structured and divided into different exploratory contexts; the horizontal organization of spaces was therefore redesigned by fields of experience: graphic-pictorial corners and ateliers were created in which to experiment with materials and the language of signs; logical-scientific contexts to encourage observation and manipulation; linguistic-narrative spaces built around books; corners for symbolic play and practical life games, often inspired by the Montessori tradition, where imitation of adults, self-care and environmental care, and the use of recycled and natural objects supported play and creativity; areas dedicated to relaxation and the emotional-relational dimension, with cushions and soft materials that allowed for the modulation of time, posture, and intensity of the experience. The research, qualitative in nature and inspired by action research and practice-based approaches, ensured credibility through triangulation of sources, systematic observations using shared grids, field notes, photographic and narrative documentation, weekly reflective journals, peer review sessions, and member checking; limitations include the absence of a control group, the restricted sample, and potential observer reactivity. Data analysis was carried out through manual thematic coding, leading to the emergence of categories related to operational autonomy, cooperation/affiliation, and emotional-relational climate. Recurring indicators included autonomous management of materials and learning corners, self-directed activity selection, and peer tutoring during routines such as morning welcome and rotation of responsibilities; anonymized excerpts from teachers’ reflective journals corroborated observed changes in confidence, listening, and initiative-taking. The discussion connects the findings to Deweyan principles and communities of practice, highlighting implications for in-service teacher training and the design of inclusive, participatory learning environments. In conclusion, the data confirm the pedagogical relevance of the Senza Zaino model in early childhood education and its transformative potential for both learners and teachers; future developments are suggested through extensions to other school levels, longitudinal designs, and integration of mixed methods to strengthen the transferability of results.

Keywords:

Senza Zaino, early childhood education, learning environment design, inclusive pedagogy, Global Curriculum Approach.