Bringing the other closer. Inclusive educational-didactic itineraries in pre-schools

Abstract

Our current society, characterized by a high rate of fragility, contrasts, tensions and fears that are increasingly widespread and complex, finds itself in the pressing need to promote among the new generations, in an incisive way, a renewed culture interested in knowledge, acceptance and dialogue with diversity and differences, to look with open eyes at the present and the future. The educational context of preschool, qualifying itself as a learning environment capable of assuming a positive posture toward the experiences of approaching otherness, represents a strong voice in the strengthening of the inclusive values of sharing and generativity. The contribution proposes some possible educational itineraries intended for preschoolers, marked by the principles of inclusive education aimed essentially at the enhancement, respect and recognition of the unique forms of human functioning, in full recognition of the original life trajectories of each and every one, through the construction of contexts and opportunities that can take on the punctuation of “special normality”.