Early childhood Education and Care: investments and resources needed to promote and improve the inclusion

Abstract

The aim of the present research is to understand the most relevant inclusive criteria concerning
the inclusion in Early childhood education and care and, most of all, to clarify which of them need
to be mostly invested by the public policy. The previous explorative phase allowed to find out
the criteria able to create the educative inclusive context identifiable in: educators formation,
families support, settings, precocious intervention, didactic planning, relationships with the
health network, peer groups. In order to achieve the goal, it was done the quantitative research
aimed to investigate the attitude of educators within 0-3 y.o. In particular, it was realized a survey
based on the model Satisfaction-Importance, in order to understand the relevance ascribable to
inclusive criteria and the caused satisfaction. The results of the research, through the data
comparison, helped to find out the most insufficient inclusive criteria among the participants
and meanwhile those of them which need a major attention from the institutions.