Riflessioni pedagogiche sulla continuità nel territorio: forme di partecipazione e Poli per l'infanzia

This paper, presented at the seminar "The pedagogy of the city in transition", explores pedagogical reflections on continuing education in the territory: forms of participation and policies for early childhood (0-6 years). The author highlights territorial elements and policies for early childhood within a research-action project focused on the 0-6 age group, emphasising the importance of the territorial context and the involvement of the community. While acknowledging regional references and existing research, the contribution is based on a perspective that sees the child not only as an individual in development, but also as a subject with rights and an inherent potential for agency within his or her family, social and institutional environment. It emphasises the active role of children in learning and care processes, recognising their capacity to exercise rights and express needs. Furthermore, it discusses the normative framework established by Law No. 107/2015 and subsequent decrees on the Integrated System of Education and Instruction from Birth to Six Years, highlighting the continuity of educational pathways and the diverse needs of children. The essay critically reflects on the challenges and opportunities in early childhood education, advocating for a pedagogical approach that acknowledges the complexity of childhood in contemporary society and promotes continuous training and research in this field.