Promoting inclusion in pre-schools between pedagogical competences and technological supports. The role of a WebApp in the early detection of developmental difficulties for children aged 06 years

The dimension of care and the educational relationship in the pre-school context has always played a very important role in the tradition of studies and pedagogical literature. In recent years, in particular, interest in this specific age group, especially in the early years, has been renewed and strengthened. This is due to the evidence offered by neuroscientific studies, but also because of the new and complex demands arising from ongoing social, cultural and legislative transformations. Indeed, numerous studies have highlighted and continue to highlight the enormous potential contained, in particular, in the first years of life of every human being and, consequently, the inestimable value of educational and care actions.