Читать книгу The Puppet As An Educational Value Tool - Paula G. Eleta - Страница 5

The possibility of building a broad-minded school is, however, neither obvious nor simple. Currently the School and the operators of Early childhood education and care (ECEC) services for children between 0 and 7 years must work in increasingly differentiated and complex realities, facing with a real challenge that is not only accepting and grasping the differences present within the Educational Services, but creating, in diversity, a meaningful learning environment for all (see Eleta, in collaboration with Iaccarino, 2017).

Today the Early childhood education and care (ECEC) services for children between 0 and 7 years are called upon to welcome the intrinsic diversity in each individual and, their operators should be prepared to effectively understand the reality of our classrooms: children with different psycho-physical health conditions, of various geographical and ethnic origins, with different eating habits ... Let's also consider languages ... today the Early childhood education and care (ECEC) services for children between 0 and 7 years count a significant presence of children whose mother tongue is different from Italian and therefore they acquire Italian as L2.

Early childhood education and care (ECEC) services for children between 0 and 7 years for early childhood (0-7 years) are also requested to accompany families in this new "parenting" adventure. But what do we mean today by "family", when it embodies so many "models" and takes on a very complex character?

The operators of the Early childhood education and care (ECEC) services for children between 0 and 7 years (and not only) must interact daily with very different families, therefore, with different needs and requirements. In fact, we find nuclear, extended, recomposed families, homosexual couples, single-parent families, with adopted children, with foster children, with divorced parents, adolescent and over 40-year-old mothers.

In order to offer open and inclusive educational places, you must be able to respond to this complexity by activating specific paths as well as adequate operational and relational methods that know how to welcome, understand, communicate, enhance and support the diversities (See Eleta, in collaboration with Iaccarino, 2017).

Therefore, it is necessary to develop new playful-educational and communicative-relational skills to understand and recognize a plurality of knowledge in children and their families, to co-build a common heritage that is enriched, among other things, by experiences and background, the knowledge and skills of the various players.

Without an "open" mind (returning to the opening sentence) we couldn’t create, in diversity, a Service meant for all users.