The "zerosei" integrated system aims to guarantee each child equal opportunities to development of its potential (social, cognitive, affective and relational) in a prepared environment and organized for this purpose. From this point of view, in this paper the attention is focused on the need for a "unitary" educational path between early childhood services and schools childhood, which takes the form of the so-called "vertical" educational continuity. It is highlighted, also, how the latter is not sufficient to favor the full development of the potential of the child; there is also a need for "horizontal" educational continuity between the educational service of reference and family background. Finally, we enter into the merits of the role played by kindergarten educators nest in the solution of any dysfunctionality in vertical and horizontal educational continuity.
Il Sistema integrato “zerosei” ha lo scopo di garantire a ciascun bambino pari opportunità di sviluppo delle sue potenzialità (sociali, cognitive, affettive e relazionali) in un ambiente predisposto e organizzato a tale scopo. In quest’ottica, nel presente elaborato si sofferma l’attenzione sulla necessità di un percorso educativo “unitario” tra i servizi per la prima infanzia e le scuole dell’infanzia, che si concretizza nella cosiddetta continuità educativa “verticale”. Si evidenzia, altresì, come quest’ultima non sia sufficiente per favorire il pieno sviluppo delle potenzialità del bambino; occorre anche una continuità educativa di tipo “orizzontale” tra il servizio educativo di riferimento e il contesto familiare. Si entra infine nel merito del ruolo svolto dalle educatrici di asilo nido nella soluzione di eventuali disfunzionalità nella continuità educativa verticale e orizzontale.
Continuità e discontinuità educative nei servizi per la prima infanzia
GASPARINI, ELISA
2022/2023
Abstract
The "zerosei" integrated system aims to guarantee each child equal opportunities to development of its potential (social, cognitive, affective and relational) in a prepared environment and organized for this purpose. From this point of view, in this paper the attention is focused on the need for a "unitary" educational path between early childhood services and schools childhood, which takes the form of the so-called "vertical" educational continuity. It is highlighted, also, how the latter is not sufficient to favor the full development of the potential of the child; there is also a need for "horizontal" educational continuity between the educational service of reference and family background. Finally, we enter into the merits of the role played by kindergarten educators nest in the solution of any dysfunctionality in vertical and horizontal educational continuity.File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/55854