The perspectives of change concerning the educational quality of early childhood services: a research-training study conducted in Trento's kindergartens

Abstract

Change has always been a constant in human evolution that allows us to evolve and adapt to contextual dimensions that challenge existing “structures” and push us to seek new balances. All this also has a major impact within educational contexts where educators and teachers often have to question their working methodologies and work on renewed reflective, planning, and relational skills for responding to the pandemic and rapid socio-economic changes. In light of this premise, we will present the outcomes of the first year of a two-year research-training course with educators from two kindergartens in Trento. In particular, we will highlight the training needs related to change and how necessary it is to create space and time for professional reflexivity to co-construct quality educational contexts.