Innovating early childhood education and care services: pedagogical frameworks and practices in the BenveNido project

Abstract

The paper outlines the pedagogical framework and implementation process of the BenveNido project, an integrated and multi-level intervention aimed at strengthening early childhood education and care services in the provinces of Padua and Rovigo. Building on the scientific, pedagogical, and legal recognition of the first thousand days of life as a crucial period for human development and social justice, the project promotes equitable access to high-quality educational services for children from families experiencing vulnerability. First, the article explores the theoretical foundations of BenveNido and its ecological and participatory approach. Then, specific attention is given to the strategic tools adopted (Personalized Educational Plans, nursery–family relationship practices, and community mapping), as well as to the training framework, the role of tutors, and the monitoring actions that supported the translation of pedagogical principles into situated educational practices.