This paper aims to provide a reflection on accessibility and continuity in education as key elements in supporting Integrated System implementation processes, leveraging the support of interprofessional pathways and fostering family participation. International research, reports and national laws have highlighted how such aspects are crucial in fostering the breaking down of barriers and "bottom-up" activation. In the research-training conducted by the Bologna ECEC group, it has emerged how authentic opportunities for the actors in the educational process to come together represent the first step for synergistic work, from a systemic and ecological perspective. Such experiences can serve as a reference model that takes into account educational/care goals, social-emotional development and the need to weave respectful relationships among adults. Accessibility and continuity are a fundamental premise for children's well-being and highlight how the services/school/family alliance is a complex dimension, to be built on a daily basis while respecting each other's needs.
Emanuela Pettinari, L.B. (2024). Supporting the accessibility of educational services 0-6 : good practices to promote educational continuity between school and family. Q-TIMES WEBMAGAZINE, 16(1), 766-779 [10.14668/QTimes_16155].
Supporting the accessibility of educational services 0-6 : good practices to promote educational continuity between school and family
Emanuela Pettinari;Lucia Balduzzi;Chiara Dalledonne Vandini
2024
Abstract
This paper aims to provide a reflection on accessibility and continuity in education as key elements in supporting Integrated System implementation processes, leveraging the support of interprofessional pathways and fostering family participation. International research, reports and national laws have highlighted how such aspects are crucial in fostering the breaking down of barriers and "bottom-up" activation. In the research-training conducted by the Bologna ECEC group, it has emerged how authentic opportunities for the actors in the educational process to come together represent the first step for synergistic work, from a systemic and ecological perspective. Such experiences can serve as a reference model that takes into account educational/care goals, social-emotional development and the need to weave respectful relationships among adults. Accessibility and continuity are a fundamental premise for children's well-being and highlight how the services/school/family alliance is a complex dimension, to be built on a daily basis while respecting each other's needs.File | Dimensione | Formato | |
---|---|---|---|
Pettinari Balduzzi Dalledonne_QTimes-JETSS_gen24.pdf
accesso aperto
Tipo:
Versione (PDF) editoriale
Licenza:
Licenza per Accesso Aperto. Creative Commons Attribuzione - Non commerciale - Non opere derivate (CCBYNCND)
Dimensione
456.49 kB
Formato
Adobe PDF
|
456.49 kB | Adobe PDF | Visualizza/Apri |
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.