Democratic Engagement and Transformative Inclusion: Insights from Italy’s 0–6 Early Childhood Education and Care Sector
DOI:
https://doi.org/10.7346/-fei-XXIII-03-25_08Keywords:
Democratic education, Transformative inclusion, ECEC professional development, Inclusive practices in ECECAbstract
This study presents preliminary results from the “Pensare IN Grande / ThinkINg Big” project, based on a nationwide survey of Italian early childhood professionals. Anchored in the Council of Europe’s democratic competencies framework and Hackbarth and Martens’ model of “inclusion as transformation,” the ongoing study explores inclusive practices in 0–6 education settings. Preliminary findings highlight a strong culture of welcome and collaboration, alongside challenges in accessibility, infrastructure, and specialized training. The discussion calls for systemic investment, reflective professional development, and participatory governance to support inclusive education across Italy’s early years landscape.
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