Addressing diversity in early years education. Professional challenges and choices

Abstract

Using the framework of the current National and European legislation, which aims to provide equal educational opportunities to children aged 0-6, this article will examine the professional development of early years educators in multicultural contexts. Using data collected through an ethnographic research project in a municipal nursery school, located in a troubled inner-city district in Turin with high levels of immigration, the article sheds light on the insiders’ perspectives. It highlights some of the meanings, strategies and educational dilemmas educators encounter in addressing diversity every day. It reflects on how this evolving context may challenge their professional identity, and which competences and conditions educators would change in order to meet the requirements and rights of children.