Dalla progettazione alla gestione dei servizi per l'infanzia: investire sulla formazione delle risorse umane. La realtà di Pulcini &Co.

[Autom. eng. transl.] The paradigm of complexity permeates all contexts of a person's life and therefore also in those involved in planning educational and training courses throughout life. Training refers to the concrete action of the person, not exclusively aimed only at the productive activity; it must be considered as a permanent resource for the growth and well-being of every person. Training the adult does not simply mean instructing him, giving him the possibility of having the professional tools to be able to carry out his work, but offering him the opportunity, the occasion to retrace his personal experience, enhancing and interpreting it in order to generate change. Being able to re-read one's own personal and work experiences, being able to recognize one's own skills and abilities and knowing how to identify one's critical issues therefore become the main objectives that any training process should allow to achieve. Innovating from an educational and didactic point of view therefore means precisely this: promoting an individual reflective process, supported by the group/team to which they belong, which knows how to accompany each educator towards a greater understanding of both their own needs and those of the subjects, including the most fragile and vulnerable ones, to whom their educational intervention is addressed.