Pratiche di educazione inclusiva nella prima infanzia. Quando è il contesto che cambia

Abstract

Abstract – The paper describes the transformative path of a nursery reality in Bergamo that, problematizing the role of the context and the educator, interpreted the experimental regional services for 0-3 from a clearly inclu-sive perspective: the arrival of a deaf child who uses sign language, the alliance with his bilingual family (Italian and LIS) and the new knowledge they introduced into the whole environment provided the basis for participatory planning that, adopting a systemic approach to educational practices, constructs new possible research questions to re-organize and re-design the service with the participation of educators, parents and children in the multiple educational experiences. The proposed case study allows for broader considerations on the university training of early childhood educators for whom it is necessary to offer training courses that are able to develop open, flexible and systemic perspectives.