Images of childhood in the relationship between educators and family figures. Rootings, subjectivities and possible transformations

Rootings, subjectivities and possible transformations

Abstract

The construct of the image of childhood is analysed from the perspective that can best express its educational value, in the intertwining of its theoretical and methodological-applicative dimensions.

In particular, this analysis aims at illustrating how, starting with the pedagogical documentation of children's experiences within educational contexts, the dialogue between family figures and educational professionals can open up spaces for the explication and unveiling of one's own and others' images of childhood and thus enable new acquisitions, knowledge, awareness and changes regarding early childhood and education.