info@crescereinsieme.org     Phone: +390666130701
info@crescereinsieme.org     Phone: +390666130701

About Us

ABOUT US

Crescere Insieme is a family-owned business that proudly emphasizes Italian values, considering many of the best educational theories to have originated from the Italian pedagogical school of the twentieth century. Our approach to children and families is both unique and recognizable. Our children are happy, creative, and independent, while our families receive assistance and support.

Our model’s success stems from our continuous observation of children, their needs, and their skills. Our services cater to businesses, schools, and public administration, but families—the heart of society—are our primary focus. We view families as treasures to be preserved in their complexity and diversity. Crescere Insieme also promotes women’s empowerment and gender equality.

The founder, Francesca Foti, who is particularly committed to addressing gender gaps and promoting equality, has implemented a policy supporting women, resulting in 95% of our company’s employees being women. Crescere Insieme – Esperia has also been developing in-house nurseries in partnership with leading national and international companies, organizing events focused on Welfare and People-Care policies, and implementing initiatives aimed at supporting employees who are also parents.

Crescere Insieme’s expertise includes technical facilities planning, training courses, and the management of large recreational and educational events. We also prioritize activities and services for children with special needs, ranging from learning difficulties to severe cerebropathy. These efforts aim to help them develop their abilities, improve their independence, foster social inclusion, and provide significant support to their families.

Relying on Crescere Insieme’s strategy means prioritizing children and parents, because investing in their well-being today leads to the best results tomorrow.

OUR PROJECT

We have developed an educational project plan focused on the harmonious development of the child. Our approach is guided by a holistic understanding of the child, seeing the whole as a synthesis of each unique nuance of its parts—a complex pattern originating from multiple simple systems.

We believe in science and classical theories, understanding that the models of the past should not merely serve as slogans of belonging. Instead, they should be viewed as the starry sky during navigation—a vital reference system to guide us even as we rely on the latest satellite navigation systems for support and validation.

From this starting point, we have designed and implemented the One by One Pedagogy, a pedagogical model that prioritizes the individual child, considering his/her rights, context, and skills as the central reference point. This approach places the child as the first and highest value to be shared with families and society.

IL TEAM

Francesca Foti has always been deeply involved in the world of early childhood and motherhood. After graduating, she pursued a specialization in childbirth psychoprophylaxis in 1981 and another in play-motor training in 1982. In 1984, she was commissioned by the Ministry of Education to participate in a working group tasked with developing guidelines for new ministerial programs for unisex physical education.

In 1991, she founded the Crescere Insieme Association with the goal of creating a support network for new mothers and their families. This marked the beginning of an organization that now boasts more than thirty facilities spread across three regions. With single-minded determination and great passion, Francesca Foti pays particular attention to the needs of companies and schools, addressing them with proposals and special projects focused on the well-being of children and families.

Domenico Crea has dedicated himself to economic disciplines, specializing in Business Management and Organization. His extensive knowledge of complex organizations, gained through his career in significant roles within national and international structures, as well as his involvement in the Venture Capital field, have enabled him to bring substantial managerial and organizational innovation to Crescere Insieme Esperia. He contributes to the company through his expertise in early childhood services.

With a background in International Organization and Finance, Domenico Crea is committed to Crescere Insieme, drawing inspiration from models in Northern Europe and the United Kingdom. His focus on continuous strategic renewal and his visionary approach have led to successful choices and results for the company.

Margherita Fassari is a Developmental and Educational psychologist, serving as the Psycho-pedagogical Manager and Coordinator at Crescere Insieme. She graduated with honors in Psychology from Rome La Sapienza University, following her classical studies, and has been a registered Psychologist since 2001. She is an expert Pedagogist and is involved in family and child protection projects, as well as quality educational projects in school services. Since 2002, she has been the Psycho-pedagogical Referent for Crescere Insieme.

Through research projects developed in collaboration with a network of universities, she established The Crescere Insieme Study Centre, contributing to the development of educational models for children aged 0-6 years old. Since 2020, she has been the leader of the advanced Training school “Imparando il Mondo – Esperia,” aimed at raising awareness on child welfare.

OUR STRENGTHS

Training

The professionalism of our staff is crucial to the success of our educational proposal. For this reason we have structured a highly qualified and specialised Training Program in which all staff take part. The training programs for all our staff come from our Advanced Training School, Imparando il Mondo, and from our operational collaboration with the University of Padua, Mind4Children, the University of Rome “La Sapienza”, the University of Bologna “Alma Mater” and Reggio Children.

Training

The professionalism of our staff is crucial to the success of our educational proposal. For this reason we have structured a highly qualified and specialised Training Program in which all staff take part. The training programs for all our staff come from our Advanced Training School, Imparando il Mondo, and from our operational collaboration with the University of Padua, Mind4Children, the University of Rome “La Sapienza”, the University of Bologna “Alma Mater” and Reggio Children.

Service Quality

We believe that quality is not a mere formal definition or just a certificate to be exhibited, on the contrary, it must be a major goal to be achieved through processes aimed at constant improvement and innovation in every single activity. Our Quality System, with three quality certifications, UNI EN ISO 9001:2008, UNI 11034:2003 and UNI EN ISO 14001, is the result of three integrated levels of monitoring: external evaluation by experts (Quality Control System, Local Authorities), internal evaluation by our staff and evaluation by users.

Service Quality

We believe that quality is not a mere formal definition or just a certificate to be exhibited, on the contrary, it must be a major goal to be achieved through processes aimed at constant improvement and innovation in every single activity. Our Quality System, with three quality certifications, UNI EN ISO 9001:2008, UNI 11034:2003 and UNI EN ISO 14001, is the result of three integrated levels of monitoring: external evaluation by experts (Quality Control System, Local Authorities), internal evaluation by our staff and evaluation by users.

Innovation

An important area of our work is didactic and educational research in order to bring constant innovation to everyday educational practice with children. The large number of children and families we work with allows us to have significant numbers for the experimentation of new pedagogical models. As a result of the encounter between experience and research, it is possible to build new operational strategies that are useful for the daily work of teachers and educators

Innovation

An important area of our work is didactic and educational research in order to bring constant innovation to everyday educational practice with children. The large number of children and families we work with allows us to have significant numbers for the experimentation of new pedagogical models. As a result of the encounter between experience and research, it is possible to build new operational strategies that are useful for the daily work of teachers and educators

OUR VALUES

Bilingualism

Children use articulated sounds, words, to make themselves understood, to ask for things, to fully experience the relationship with caregivers. This is one of the reasons why even very young children can easily be exposed to different languages. In the first three years of life, the plasticity of the brain is at its maximum and language acquisition takes place in the same way as the acquisition of the first language. Bilingualism means inclusion and acceptance of diversity. Bilingualism prepares children for the complexity of the world they will find on their way when they grow up.

Competence

A child is not an empty vessel to be filled, but an active builder of knowledge. Relationships with people and stimulation from the outside world enable children to build their own wealth of knowledge, which will help them relate to others and develop their skills. Only an individualized approach and collaboration with the child, who is an active part of the learning process, will make it possible to achieve the right goals in knowledge development.

 

Awareness

Learning always takes place in social contexts. That is why training approaches cannot be based on spontaneity, believing incorrectly that no special skills are needed when dealing with children between the ages of o and 6. We always rely on intentionality in training because during early childhood intentionality in teaching is fundamental. Each of our educators is trained to constantly ask themselves: ‘Why am I doing this activity?’, ‘What do I want to achieve?’

Care

We take care of the children, one by one, through physicality that takes on a value of loving care. We gather from the families all the information necessary to understand and manage the habits of the children, to find the starting point of that wonderful journey that will allow words and physical care to be combined in a unique union. We verbalise extensively; We verbalise a lot, the verbalisation acts as a mirror reflecting what is happening. The playful aspect is fundamental, making every ritual and every intimate moment extremely pleasant and playful.

 

Emotions

Every child is different in his or her experience of emotions and it is different that particular piece of the world that makes him or her feel emotions. Emotions play a leading role in life experiences and are linked to cognitive learning in an unbreakable bond, a bond that determines the outcome of learning itself. Emotional learning requires paying constant attention to what some small and enjoyable cognitive tasks trigger in children on an emotional level: everyone will react differently and this will depend on all the factors combined, emotional, physical and cognitive, that make the child a unique person.

 

Experience

Through doing and experience we gain knowledge precisely through the practical use of laws and rules that modify the reality in front of us. The workshop is the ideal setting for our One to One Pedagogy because we can offer different experiences to several children at the same time, taking into account their specific needs and the individualised plan provided for each of them.

Doing and observing practice make learning more durable, the child more autonomous, which is why they must be present throughout the day.

 

Playing

Playing leads to the most effective and long-lasting learning. Play enables learning through the activation of positive emotions, pleasure, fun, joy; it is a holistic, complex and involving experience, where children experience all the basics of pedagogy (they are active protagonists of their own knowledge, they learn from others, they acquire continuous motivation, they are confronted with other skills and competences). Playing is not merely a toy, playing is about relationships, it is a way of experiencing the educational function through the joyful aspect of learning.

 

Inclusion

We understand inclusive education in one sense: to enable all children to have access to the same quality of educational experience. A flexible model that offers educational experiences that can be modified precisely according to the need and specificity of each child. Inclusion means growing in a multi-perspective context in which there is no single way to describe reality and interact with it. Our approach is also extended to families, in an embrace of inclusion that welcomes social and cultural diversity, specific difficulties and special needs.

 

Encouragement

We value the importance of positive, purposeful and encouraging attitudes within educational and learning contexts. The role of the facilitator adult is crucial in minimising the experience of negative emotions and facilitating the processing of the learned lesson. Encouragement during the learning phases helps to improve self-esteem, but above all provides long-term benefits. A proactive attitude helps to develop strengths, the child’s best allies.

 

Mirroring

The image we send to the child is the one he will internalise. Our look shapes the image that the child will construct of him/herself, the child thinks of him/herself what we think of him/her, sees in our look as we see it and hears in our voice what we implicitly think of him/her. It is therefore not so important what we say to children in words because the child hears words, but internalises looks, tone of voice, posture. So in moments of error and vulnerability we have to pay close attention to the implicit messages we send, because they have to be messages that reinforce the ego, that value the individual regardless of the error.

 

Relation

Every child has his/her own cognitive potential and learns in progressive stages. The child can amplify the capacity to learn by interacting with competent people, as long as they are able to be a suitable model for the specific developmental stage, time and child. It is important to grasp the difference between what the child can do alone and what he/she can do when supported. The relationship of the competent adult makes it possible to discover the level of learning that each child can achieve when supported.

 

Uniqueness

With our educational intervention we always look at the specific child because it is the individual response that will allow us to design a customised intervention. The variable that changes in the use of our pedagogical model is precisely the child itself. Hence the One to One Pedagogy. Every child will react differently when faced with the growth process and only the educator, in a knowledgeable and competent “here and now”, will be able to intervene to accompany the child towards the personalisation of his or her goal.

 

AWARDS

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CERTIFICATIONS

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OUR PARTNERS

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Contact us

Via della nocetta, 109 – 00164 Roma

06.66130701

info@crescereinsieme.org

Crescere Insieme