Percorsi educativi e pedagogia ricognitiva secondo il “modello Spaziopensiero”

Translated title of the contribution: [Autom. eng. transl.] Educational paths and recognition pedagogy according to the "Spaziopensiero model"

Stefano Fregonese*, Alessandra Rampani, Claudia Maspero, Angela Donatacci, Alessia Giangrasso, Francesca Esposito

*Corresponding author

Research output: Contribution to journalConference article


[Autom. eng. transl.] The educational approach adopted at the early childhood services managed by Spaziopensiero onlus is presented in its most salient features. The particular and original approach to the child and the parents is defined as the result of the application of the theoretical principles of child psychoanalysis to the educational context. From the pedagogical point of view it is presented as an evolution of some historical Italian and international experiences. The article illustrates an approach to educational work that is based on the ex-post recognition of the educational paths undertaken, proposing a type of experience that goes beyond that offered by the application of models based on didactic planning and those based on planning (Reggio Children) , whose limits are discussed. This approach underlines the need to place oneself in front of the child without memory and without desire (Wilfred R. Bion) without projects and preconceptions but with a great willingness to be crossed by his emotional and cognitive instances, by his epistemophilic drive (Melanie Klein), allowing him to become our teacher (Mario Lodi) regarding his real needs for psychic and physical growth, reserving for the adult the job of recognizing the traces left by the child in carrying out his own developmental tasks. Spaziopensiero's recognition approach is based on a conception of the nursery and kindergarten as learning environments that are structurally different from the traditional one. The learning model of Spaziopensiero opposes a learning model with widespread and shared intelligence to the curricular conception of knowledge accumulation that provides for a linear progression marked by steps; an intelligence that does not reside in the individual but in the affective (transferential) relationship on which the formative, educational and learning relationship is structured.
Translated title of the contribution[Autom. eng. transl.] Educational paths and recognition pedagogy according to the "Spaziopensiero model"
Original languageItalian
Pages (from-to)21-24
Number of pages4
Publication statusPublished - 2013
Externally publishedYes
EventLa città si prende cura dei suoi bambini - MILANO -- ITA
Duration: 10 May 201311 May 2013


  • Documentazione educativa
  • Educational Documentation
  • Educational Observation
  • Educational paths
  • Osservazione educativa
  • Percorsi educativi


Dive into the research topics of '[Autom. eng. transl.] Educational paths and recognition pedagogy according to the "Spaziopensiero model"'. Together they form a unique fingerprint.

Cite this