L’osservazione congiunta dei bambini tra educatori e genitori nei servizi per la prima infanzia

Abstract

The observation of the levels of child development in context is a fundamental condition for designing and evaluating the ECEC’s settings. Often, this recognition does not involve the parents, while the prospect of partnership between schools and families reiterates how knowledge of the children is not complete if not supplemented by additional description of the parents on their child. In light of the basic theories on the observation contended in education, the article presents some ways of including families in the periodic verification of the skills of children. In particular, it describes an experience of cooperation between educators and parents in the transition from nursery to ECEC’s settings.