Nursery school, families and diversity

Abstract

This paper describes the complementarity among nursery school and family. Each educational perspective oriented towards early childhood comes from the concept of the child as a subject with
his/her own identity and characteristics, as well as the beneficiary of education. The early educational intervention is fundamental for the solicitation of motor, cognitive and linguistic child capabilities
which, if properly encouraged, in a prosperous and stimulating environment, allow the start of a psychophysical harmonious evolution, adequate to the social and environmental requests.
Educational institutions become therefore a meeting and exchange place for partners interested in achieving a priority goal: children’s education and appraisal. Several researches explain and highlight
the importance of an early education, made of affective and cognitive solicitation and motivation. It is then essential to promote parental participation within the life of the nursery school, so that
children gain awareness and confidence in their own capabilities.
The approach of the researches which focus on families with disable children highlights how the cooperation strategy with the teachers puts into action strategies aiming at recovering personal abilities, and improves the relationship between parents and their children.