There is an increasing consensus in international academic and policy debates that accessible and high quality early childhood education and care (ECEC) can play a crucial role in tackling social and cultural inequalities. Nevertheless, the contextualised conditions within which ECEC services are operating at local level – conditions upon which the success of such initiatives in closing the educational gap and pro-moting social cohesion is critically relying on – are rarely investigated. The multi-site case study on the integrated system of ECEC in Emilia-Romagna carried out within the European project INNOSI addresses such research gap by analysing – within a systemic perspective – the experimental initiatives and practices elaborated by early childhood institutions in order to meet responsively the needs of children, families and local communities. The case study findings presented in this article ex-amine and critically review the challenges and success factors characterising ECEC services as tools for promoting social innovation.

Nonostante stia emergendo un consenso sempre maggiore, nel dibattito internazionale, sul fatto che servizi educativi per l’infanzia accessibili e di qualità elevata contribuiscano in modo cruciale a ridurre le disuguaglianze sociali e culturali, le condizioni di contesto entro le quali tali servizi operano – che risultano essere determinanti nel promuovere il successo, o al contrario nel decretare l’insuccesso, di tali iniziative – sono raramente prese in esame. Lo studio di caso sul sistema integrato dei servizi educativi per la prima infanzia della Regione Emilia-Romagna, condotto nell’ambito del progetto Europeo INNOSI, intende colmare questa lacuna analizzando in prospettiva sistemica le sperimentazioni e le pratiche innovative elaborate da tali servizi per rispondere in modo proattivo ai nuovi bisogni di bambini e famiglie all’interno delle comunità locali. La discussione dei risultati presentata in questo articolo esaminerà le principali sfide e i fattori di successo che potrebbero consentire ai servizi per l’infanzia di divenire strumenti di innovazione sociale.

Lazzari Arianna (2017). Early childhood education and care (ECEC) as social innovation tool? Insights froma multi-site case study carried out in Emilia-Romagna Region. RICERCHE DI PEDAGOGIA E DIDATTICA, 12(3), 13-39 [10.6092/issn.1970-2221/7635].

Early childhood education and care (ECEC) as social innovation tool? Insights froma multi-site case study carried out in Emilia-Romagna Region.

Lazzari Arianna
2017

Abstract

There is an increasing consensus in international academic and policy debates that accessible and high quality early childhood education and care (ECEC) can play a crucial role in tackling social and cultural inequalities. Nevertheless, the contextualised conditions within which ECEC services are operating at local level – conditions upon which the success of such initiatives in closing the educational gap and pro-moting social cohesion is critically relying on – are rarely investigated. The multi-site case study on the integrated system of ECEC in Emilia-Romagna carried out within the European project INNOSI addresses such research gap by analysing – within a systemic perspective – the experimental initiatives and practices elaborated by early childhood institutions in order to meet responsively the needs of children, families and local communities. The case study findings presented in this article ex-amine and critically review the challenges and success factors characterising ECEC services as tools for promoting social innovation.
2017
Lazzari Arianna (2017). Early childhood education and care (ECEC) as social innovation tool? Insights froma multi-site case study carried out in Emilia-Romagna Region. RICERCHE DI PEDAGOGIA E DIDATTICA, 12(3), 13-39 [10.6092/issn.1970-2221/7635].
Lazzari Arianna
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/647188
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