Which pedagogical frameworks should be applied in pre-primary schools with a significant population of migrant children? Perspectives from research carried out with teachers

Abstract

This paper aims to present some of the results of qualitative research carried out in pre-primary and primary schools with a significant population of migrant students in Friuli Venezia Giulia.
The research involved four Instituti Comprensivi and aimed to explore pedagogical frameworks, innovative educational practices and teachers’ training needs. In this paper we will focus especially on the results emerging from teachers working in pre-primary schools.
The paper will first present the theoretical background to the research, with particular reference to the role played by approaches which are not related to culturalism within educational research in heterogeneous learning environments. We will then focus on the methodological aspects of the research, based on interviews with principals and experts, and qualitative questionnaires and focus groups with teachers.
Drawing especially on the analysis of data from the questionnaires and focus groups, we will finally present the main pedagogical assumptions emerging among pre-primary teachers, with a special focus on the ways in which they try to build inclusive learning environments starting from children’s own diversities.