Migrant parenting and minors on the threshold. Designing inclusive places in the integrated system 0-6

Abstract

The daily management of educational services 0-6 years needs the promotion of dialogue between adults to create spaces and times of growth for children (Silva, 2011). Parenting and educational-care approaches can support learning paths and well-being of kids in unprecedented social and relational dimensions. The integrated system of education 0-6 years aims to guarantee everyone equal opportunities to develop the potential for relationships, autonomy, creativity and learning and, at the same time, to overcome inequalities, territorial, economic, ethnic and cultural barriers (Legislative decree 65 of 2017). To develop this perspective, it is essential to strengthen didactic-educational continuity in school, with families and with the local context. In particular, families interact with educational styles and places in which adults, parents and educators can meet in an atmosphere of reciprocity. The interaction between different cultures of early childhood care can be an interesting challenge (Bove, 2020), in which to listen to the voice of children, an indispensable sign of growing subjectivity.