32 Annual Conference of the Society of
Educators and Scholars
EMERGING TRENDS IN GLOBALIZATION:
INNOVATION, EDUCATION, ENVIRONMENT AND
ETHICS
March 27-28, 2009 - Universidad de
Monterrey, Monterrey, Mexico
editors_ses2009@earthlink.net
Author:
FAUSTO
PRESUTTI
Istituzione:
I.S.P.E.F. – Istituto di Scienze
Psicologiche dell’Educazione e della
Formazione
E.C.E. –
European Center of Education
FAMILY, CHILD AND
EDUCATIVE COMMUNITY OF THE CENTURY XXI
A Model of Preschool
Education:
CHILDHOOD AND FAMILY
CENTRE.
A International Project ISPEF – UDEM
A. A Educational Model
of
EUROPEAN NETWORK
PRESCHOOL EDUCATION -
Quality services for
infancy and their families on the
education-oriented communities and
active citizenship
In
our society is become essential an
educational development on “child
scale” (already theorized by
M.Montessori in the first years of ‘900)
and “families and educators in
Educational Community” (already
theorized by J.Dewey on the first years
of ‘900) through the realization of a
Educational Network, formed by
children, families, educators, infancy
services management, able to transmit
culture and knowledge, by giving
identity and common and shared values in
the actual Society.
The
R.E.AL.IN.FO
( Latin America-Europe
Net of Research and Training) (www.realinfoedu.eu)
and R.E.E.I.
-Infancy
Education Europe Net (www.R.E.E.I..ue)
wants to pay attention to the
need of Education of
Children-Families-Educators-Managers of
infancy to realize the
Educational Community in the Society of
XXI Century.
Without
Educational Community we can’t have
society, but only people who live in the
same place without sharing common values.
R.E.AL.IN.FO. and R.E.E.I. is the first
and the most important Educational
Community able to involve infancy
, the neo families, educators,
managers in a training project of life
and ordinary realization of cultural
identity of the social group that one
belongs to.
The R.E.AL.IN.FO. and
R.E.E.I. is a international space of
meeting and comparison, where people
share and realize the training project
of Educational Community, to improve
the quality of educational service and
children and families life, in the
context where he works.
The realization of
R.E.AL.IN.FO and R.E.E.I. allows to
realise an international and steady
structure that allows to promote, to
make projects, to research, to innovate,
to experiment and to value good
practice, the quality of infancy service
and the involvement of families in
educational activities with children
aged 0-6, with the organizational forms
of the European countries and in the
Latin American countries involved, which
join to the networks.
The R.E.E.I. and the
R.E.AL.IN.FO. have the concrete
aims of:
-
realize Educational
Communities for the education of infancy
as regard children aged 0-6;
-
promote and
experiment innovative services for
infancy, good practices and new methods
of management of the working activity of
the better operators;
-
research and realize
new pedagogic models, and architectonic
structures for the education of children
aged 0-6;
-
increase the
educational development of children and
guarantee to everyone the same
opportunities as regard training and
playing in didactics laboratories,
centres of interests, libraries, through
a personalized path;
-
the construction of
an Educational Community, the dynamic
participation
educators-children-families and the
involvement of social activities of the
context where one works in;
-
the involvement of
families, of grandparents and social
community in services for infancy;
-
analysis of Cultural
Models of families, Educators and
Responsible of services for infancy;
-
definition of
criterions and indicators of Management
Quality: direction, paedriatics,
educational psychology coordinator,
responsible of services;
-
definition of
criterions and indicators of Quality of
Structure: spaces, furniture, context,
security, health, logistic, buildings,
functional materials, didactic
materials;
-
definition of
criterions and indicators of Training
Quality: didactic paths, educational
methodologies with children,
communicational techniques with
families, planning and valuation of
didactic-educational activities,
cognitive-relational-sensorial-
motor-emotional development;
-
to develop the
learning of different languages,
creativity and artistic ideation, logic
for the use of computer and audiovisual
instruments, so that children can become
active citizens and realize a social
identity of XXI Century.
In particular, Networks
R.E.AL.IN.FO. and
R.E.E.I. wants to develop:
1.
Analysis of politics,
of good practices and services for the
infancy for all the countries that
participate and belong to Union European
and Latin America and in particular in
the Countries partners of R.E.AL.IN.FO.
and R.E.E.I.
2.
Studying and starting
of researches to identify
educational-innovative models, dynamics
and flexible to the contexts of every
territory and every counties;
3.
Experimentation,
diffusion of good practices in the ambit
of organisation of pre-scholastic
services.
4.
The diffusion and the
valorisation of good practices about
training of educators, about the quality
of training proposal and of children
development, about organizational
quality of services, about the
involvement of social context.
The objectives of the
Networks regard mainly:
• the exchange of
knowledge and information about laws,
politics, programs, statistical data,
studies, researches and good practices
that regards infancy in their own
countries.
• the development and
the experimentation of methodologies and
good practices to obtain information
comparable to experiment new pedagogic
methodologies.
• The organisation of
comparison and exchange meetings with
the involvement of all the people
involved in the educational process;
• the realization and
diffusion of results about themes that
regards infancy.
For realize this
objectives, it will be started the
process of comparison of good practices
that regards the various educational
possibilities, which regards the
organizational choices of services for
infancy from the educational responsible
and from direction, to the involvement
of family in the educational path, until
the relationship between educator and
children: essential elements to make the
participation successful and to
guarantee an innovation as regard the
educational offer.
Afterwards will faces
the question of services quality for
infancy, that is the main theme of the
debate about social and educational
politics, both in international ambit.
There are many researches that have been
made many years ago about this theme.
This researches regard the analysis of
the different social and educational
services, the needs of development of
children and the need to support
parents.
During the latest
decade, others services for infancy have
been affirmed, this services want to
offer moments of playing and
socialisation between coetaneous to the
children that belong to this age, and
support the educational role of their
parents.
This services, that
are mentioned in the normative as “integrative
services for infancy”, distinguish
social and educational services
addressed to families. They are
different because of their variability
and flexibility, both of organizational
model that the specific objectives that
every service wants to reach. The
valuation of the quality of this
services, where the regional and local
administration are called because of
law, presents some new elements of
methods and contents, interesting
elements also for the scientific
research.
The Networks
R.E.AL.IN.FO. and R.E.E.I. wants to
analyse this ambit and value the
features of the services and their role,
by comparing different experiences
through the creation of an international
network.
In this prospective
it will be involved the families in the
analysis of the quality of the training
path of the educational group and in
the aspects of administrative and
organizational management is a
fundamental elements to make the
participation successful and to
guarantee an innovation as regard the
production of the educational offer. It
allows the realization of the
EDUCATIONAL COMMUNITY.
The variety of innovative and
integrative services for infancy regards
the kind of service, the kind of
management, the educational-didactic
development of children, the staff
training, the creation of the
Educational Community in the context
where one works.
In this optic, it’s
important for the realization of the
Networks R.E.AL.IN.FO. and R.E.E.I., the
creation of a network of institutions
lied to traditional services for
infancy, integrative and innovative,
where is supposed to be increased the
participation of parents during all the
phases of the educational path proposed
from the services for infancy themselves.
Is very important to show off the
cooperation parent-institution, by
realizing educational practices and
promoting the active role of parents,
during the educational path of his son.
During this years the International
National and regional politics, pay more
attention to the valorisation of family
not even as a person who uses the
services, but also active agent which
promote them in the territory.
The guide-lines of the programs of good
practices in the ambit of preschool
services, pay attention to the welfare,
the development and the learning of the
child, by respecting the activities and
the spontaneous learning.
To obtain this, are requested some
structure which guarantee and govern the
quality of the system and of services
ECEC (Early Childhood Education and
Care): the guide lines must be applied
in all the services and curricular
orientations universally shared.
To reach this objectives of pedagogic
quality, it must be established the
publics and private financings, by
paying attention to the children who
need specific supports, besides, in the
program for all, the resources for
children with various rights of learning
with tax measures, social and politic of
work.
To support the quality of services is
necessary to improve the working and
professional condition of the people who
work and guarantee self-government,
resources and support to the infancy
services.
R.E.AL.IN.FO. and
R.E.E.I. wants to realize the charter of
Infancy Rights of ONU and the guide
lines of European Commission about the
quality in Infancy services (elaborated
from may 1992) in an optic of permanent
training of infancy educators, by
developing partnerships networks between
bodies of different nations that work in
the territory, national and
international.
R.E.AL.IN.FO. and
R.E.E.I.
aims to the improvement of children
quality of life, of their parents,
educators, infancy and families
services, for the realization of a
Educational Community that forms the new
citizens for the Society of XXI century.
The results that
R.E.AL.IN.FO. and R.E.E.I. wants to
reach are:
* to realize
researches about good practices and
analyse their educational-
organizational- contextual features
* to create a
international site and promote a
community of practice able to elaborate
innovative projects of experimentation;
* promote and
implement good practices and projects of
research and experimentation;
* build international
dynamics models of innovative and
integrative services in the infancy
education, that pay attention to
peculiarity and contexts of every
country,
* value the process
and the results obtained from the
experimentations realized;
* validate the
services present in the different
countries and realize counselling for
the certification of training quality.
The activity of
infancy service aims to identify and
favourite the expression of children “
in different moments of their
evolutional process in a context of
continuity
and educational coherence, also
by considering the different situations
and individuality”.
The service for
infancy, explained as frame where it
develops a network of reception formed
by space, time, what the educators do,
relationship between equals, the
educational climate, wants to assist the
parents functions as regard the must to
give an answer to some essential needs
of children. In this years has come out
a social situation that put as essential
some points like: the necessity to
support the increasing of birth, as
regard the demographic ambit
characterized by a big decline in the
birth rate., a social complex context
that requests to the parents more
competence as regard their role, the
importance to pay attention to the
family, in relation to politics.
So, infancy services
are, or may be, a space- time to “stop
together and think about” the
growth of their own children and
familiar life, and both to his own
social role and his own professional
identity.
From this
introduction, the Networks R.E.AL.IN.FO.
and R.E.E.I are supposed to realize the
exchange of learning and news about
laws, politics, programs, statistics
date, researches and good practices that
regard infancy services from 0 to 6
years old, the diffusion of studies and
researches that regard infancy and
politics in favour of family based on an
interdisciplinary and comparative
approach; the exchange of learning about
methodologies and indicators to obtain
news compatibles; the organisation of
meetings and studying days about themes
that regard infancy.
In this point of
view, R.E.AL.IN.FO. and REEI wants to
deepen, through cultural and educational
aids from all the persons which work in
the educational process, the
configuration of infancy services.
Through dialog and exchange between
different realities, it wants to realize
the identity of infancy services, known
not only like a concept reached for
good, but as an element that develops,
that needs to be modified , synthesis
between passed history and wish to
begin, but also synthesis between
contributions and experiences.
The
cognitive phase will be realised with
the aim to underline the good practices
of innovation/improving and the cores of
criticism and, at the same time, to
identify the possible essential elements
in the ambit of politics and of
educational projects addressed to
infancy in Countries that have partners
who take part to Networks R.E.AL.IN.FO.
and R.E.E.I. A look into the instruments
used in the different Countries, will
allow to elaborate proposals and
projects for the development of a better
organization of infancy services. The
comparative analysis between traditional
and innovative systems, besides, allow
to identify positive and winner aspects,
that the experimentation of new services
for family underlines in those years in
different social realities, as an answer
to the new needs of flexibility from
families.
From the 90’s, the
exchange of good practices between
different realities that work in infancy
services, puts itself in the dimension
of the “good design”, by having what
needs to be preserved and by giving more
importance to the positive and winner
experiences.
MAKE
NETWORK:
between the different reality that work
in the educational sector for infancy ,
it becomes the restitution of news and
experiences at who live daily the
service, as operator or as parent, in an
optics that valorises the research as
essential element of the educator
characterized from curiosity, tricky,
criticism. So, the research make
knowledge increase and develops the
ability to experiment, by analysing the
directions of societies and cultures.
To favour the
knowledge of the different planning and
organizations modalities existents in
the social realities means, also, an
increase of the awareness of his own
professional role and the reinforcing of
the educator identity and of the service
for infancy as regard history, specifics
and intentional sphere. The impact of
the project, in this point of view, must
be considered as sensibility to the
educational themes, to the relation with
the child, the support to parents.
The most important
objective of the Networks is to start an
analysis and a critic comparison about
the national and international
experiences about politics, the services
and the research addressed to infancy
and to family. In particular it will pay
attention on how the services are able
to give an answer to the needs of
families and the possibility that the
parents have to take part in the
educational project and, at the same
time, to be supported.
B. Model of Preschool
Education:
CHILDHOOD and FAMILY
CENTRE. (CFC)
The
Model of Preschool Education:
CHILDHOOD AND FAMILY
CENTRE (CFC) wants to pay
attention to the need to build the
Educational Community in the social
ambient. Without Educational
Community we can’t have society, but
only people who live in the same place
without sharing common values. That is
true in the present Global Society of
the XXI Century.
The CFC is a space of
meeting, where people share and realize
the training project of Educational
Community, to improve the quality of
educational service and children and
families life, in the social context.
The training path of CFC is very useful,
because allows the realization of a
Pact of Quality of the Educational
Community to develop the welfare of
citizens, by putting together a
synergic action between Municipal
Administrators, Direction of services
for infancy and Families , to obtain the
following results:
?
Adapt the Services for
infancy to the evaluatives parameters
of “quality of services”,
by guarantee criterions,
standards and the modalities useful to
reach them.
?
Realize the “quality of
Services for infancy”
through the result of
interaction between all the parts that
form the “Educational Community”:
children, operators, families, social
and politic forces.
?
Promote innovative
changes as
regard the organisation
of services on the basis of the results
of experimentations made in the optic of
improvement of the quality of the
offered service.
To minimum three
years is need to realize a Project for
understand and start up the CFC.
In 1st
year, the Project’s objective is the
start up and implementation of research
on the best practices that exist in the
social context and an analisys about
their role and social-educational
function, in order to elaborate the
workpackage for the realisation of a
EDUCATIONAL COMMUNITY through the Pact
of Quality
children-families-educators-managers of
services.
In 2nd and
3th year, the objective’s
Project is to realize:
1) of CHILDHOOD AND
FAMILY CENTRE (CFC) through:
A. The institution of
INFANCY CENTRES or the
modification of structures already alive
in conformity to quality and regulation
of childhood’s centre, organized into:
-
CHILDHOOD HOUSE for
children of 0-3 years
-
CHILDHOOD SCHOOL for
children of 3-6- years
B. The institution of
the FAMILY’S CENTRE, typified to
education of parents, children-parents
relations and to implications of
grandparents into childhood centre for
the formation of an EDUCATION COMMUNITY;
C. The realization of
the ISPEF certification Quality’s
Model of Pre-school Institution to
improve the education quality of:
children., families, teachers and
directors of the Centre.
2) Of the university
formation about the teaching’s
professionalism in the Pre-School
Education that is articulated in the
following educational pathway:
1)
The
Teaching’s Professionalism features;
2)
The “Acclimatization”
Methodology ;
3)
The
Educational Insertion;
4)
The
Communication and the Rules
of the children in the classroom;
5)
The “Observation-
Listening” technique;
6)
The
Planning Methodology;
7)
The
Profiles and the Roles of the
children in the classroom;
8)
The
Social- Relational Map and
Project;
9)
The
Mental Universe;
10)
The
Children Cognitive Style
C. Regulation of INFANCY
CENTRE
SERVICES SYSTEM FOR THE INFANCY 0-6
YEARS AGE AND FOR THEIR FAMILIES:
INFANCY CENTRES
MANAGEMENT, DEVELOPMENT AND
QUALIFICATION
Our society is
quickly transforming its organization
and the human existence, changing
individual’s lifestyles, needs and
expectations; particularly, child’s life
and social expectations about them are
radically changed in the last decades.
Further, the society is became
multicultural and multi-ethnic.
So, the infancy
services function of values, uses,
cultural and scientific knowledge of
social belonging group transmission is
become very important. Further, as is
sanctioned in the International Child’s
Charter of Rights, child must be
considered autonomous individual, with
educational right, inalienable to life,
education, instruction and to the
respect of individual. Ethnic,
linguistic, cultural, religious
identity, on witch is founded the
promotion of a new life quality,
considered as a great educational aim in
the present time.
So, is very important
to promote and support the development
and the qualification of services system
for the infancy, 0-6 years age, and for
their family, with a particular mention
to CHILDHOOD AND FAMILY CENTRE (CFC),
and to their integrative services, to
qualify the general guide-lines for
their realization and management, in an
institutional place called Infancy
Centre.
Infancy Centres
are conceived as trainings
institution of public utility and so
they take social roles and functions in
the constructions of news generations,
compared to roles and functions of
scholastic institutions.
Article 1
EDUCATIONAL AND
INSTITUTIONAL FINALITY OF INFANCY
CENTRES
Infancy Centres have
an educational and social function of
public utility, witch aim is to receive
child till 6 years old, effectively
concurring with families to their
education and training.
Infancy Centres are a
part of entire complex at first infancy
education and family policy of Local
Institutions.
Infancy Centres aim’s
are:
1.
to promote
and implement children’s right and the
defence of their healthy development;
2.
to improve
child’s cognitive, affective, personals
and socials potentials, assuring them
preventive sanitary and psycho-pedagogic
assistance;
3.
to realize
educational and training services for
the infancy of quality, both in
organization and realization of daily
activities;
4.
to
cooperate with families to facilitate an
harmonious development of infant
personality;
5.
to
sensitize, form and socialize all the
community about infancy problematic and
about families policy, so as develop
parent’s awareness, pedagogic
professionalism in infancy operators and
social consciousness in community;
6.
to realize
activities made to children, families
and social community measure, to support
life quality;
7.
to
promote, project and manage
experimentations and researches about
educational services and structures that
work with infancy and families.
Infancy Centres
can be
realized by the following structures:
1.
Childhood Houses
for
children of 0-3 years.
2.
Integrative Services
made of:
-
Child-Families Centres
-
“Ludoteche” (Place Playing)
-
Domiciliary Education.
3. Childhood
School for children of 3-6-
years.
Article 2
INFANCY CENTRE
Infancy Centre
is the first educational institution
that has the task to offer an involving
and important educational service both
for children till 6 years old and for
their family and the community they live
in.
Infancy Centre
is
supposed to provide, to elaborate and
realize a continuous renovation of
families’ needs, hopes and activities
concerning infancy, about daily
children’s life quality (educators,
baby-sitters, grandparents, etc.), about
particular situations of troubles,
social risk and alienation, about family
and children’s dynamics.
Infancy Centre
is
supposed to realize educational and
playing activity with o-3 years old
children, promoting, at the same time,
social communication of families and
the daily life quality of social
community, in the prospective of
infancy, for the improvement of
individual, family and social welfare.
These activities are very important for
the qualification of infancy service and
they give it peculiarities and
educational-trainings values.
In this prospective,
Infancy Centres are social
institutions of public utility witch
allow children to develop their
abilities and personality in order to
obtain the following aims:
a.
MATURUTY OF IDENTITY:
reinforcement of child personal
identity, as regards the aspect of
bodily, intellectual and psycho-dynamic
development. This causes the promotion
of an always more open social life, and
the progressive refining of cognitive
abilities. That instructive prospect
require and stimulate in children the
growth an indispensable behaviour of
safety, of himself esteem, of
confidence in himself abilities, of
motivation to curiosity, of living
himself affective conditions in a
balanced and positive way.
b.
ACHIEVEMENT OF AUTONOMY:
develop of children ability to orientate
himself and to make autonomous choice in
different social and normative
situations, in the necessary recognition
of dependences that are inborn and
operative in the reality of natural and
social habitat. It’s important to
improve freedom of thought, also like a
form of respect of personal differences
and of different points of view.
c.
COMPETENCES DEVELOPMENT:
strengthening of sensorial, perceptive,
motor and intellective abilities,
committing him to the first forms of
reorganization of experience and of
exploration and reconstruction of
reality.
This is what is also
expressed in Regulations of Motherly
Schools, regarding 3-6 years old
children, deliberated in 1991 from the
Italian Ministry of Education. These
acquisitions must be extended also to
Infancy Centres, with children aged
from 1 to 6..
Infancy Centres
main
characterises are:
-
To give
children an instruction, care and
socialization place, in the prospective
of their psycho-physic health and of
their cognitive, affective
potentialities develop;
-
To let
families take care of their children in
a outward context than that of family,
by leaving them daily and continually to
different persons from parents , with a
specific professional competences;
-
To support and integrate
the families’ activities of taking care
of children and making educational
chooses, also to promote the concordance
of professional and family chooses of
both parents, in a context of equal
opportunities between two sexes.
In relation to the
educational choices and the social
professional conditions of parents and
local needs, Infancy Centre can predict
the organizational modalities and
working diversified and flexible both
respect to the times of services, both
in relation to their receptivity,
learning that the elaboration of
pedagogic project specifics in relation
to the different organizational forms.
Childhood House,
together with the Childhood School (
that works with children aged from 3 to
6 years old) should be structured in a
training and educational institution for
infancy.
Article 3
INTEGRATIVE SERVICES
FOR INFANCY
Integrative Services
are places with
educational, playing, cultural and
social features, addressed to children,
also together with their parents or
other adults companions.
This
services aim to increase the action of
Local Institutions to the Infancy needs,
guarantee flexible answers in relation
to the needs of family and of children
through personalised solutions as regard
the structural and organizational plan.
The
typologies and the features of the
Integrative Service are:
1.
The
Centres children – families:
are places of reception of children
together with their parents, or adults
companions, in a context that guarantees
occasions of socialisation and playing
for children, also of meeting and
communication for adults, in places well
organised from a staff that has specific
and professional competences, in a logic
of joint responsibility between adults
and educators;
2.
“Ludoteche” Playing Centres:
they are specialized structures that
allow a daily reception of children aged
from 18 months to 6 years age, which are
under specialized educators charge, for
a maximum time of 5 hours for day,
structured in order to allow a flexible
and diversified frequency, also in a
non- continuative way, in relation to
the needs of consumers. This services
guarantee a place where they take care
of children, organised in order to give
them educational opportunities, of
socialisation and communication with
their coetaneous.
3.
House
Education:
the Local Institutions , working with a
staff which have professional
requirements, are able to realize
services in the houses of families with
children aged till 3 years old,
available to work together and to make
the house places available for the
educators, in a continuative and steady
way, of the taking care of their sons
for educators with specific professional
features and, that is to say, well
trained for this aim. This service can
also be realized in the educator’s
house.
In the
realization of the Childhood House, the
Integrative Service and Childhood
School, it can be designed and realized
combined solutions, in order to predict
an increasing of the opportunities offer
to the children and to the families in
the same structure and allow a totally
use of the same.
Article 4
THE TRAINING OF THE
EDUCATIONAL COMMUNITY
Infancy Centres form the system of
educational services for the primary
infancy, known as:
-
Territorial educational centres able to
guarantee a plurality of offers,
-
Places of
comparison for parents, of elaboration
and of promotion of an infancy culture,
also through the involving of the local
community.
The aim of the
Infancy Centres is to offer places and
moments of meeting in order to promote
and develop a diffuse psychic and social
welfare, in order to realize an
educational community where children,
families, adults and educational
operators, exchange their life
experiences and learn to known the
others, to live together, to work and to
enjoy themselves together.
The relation between
educational services and family is
essential for the constitutions of an
efficacy Educational Community. As the
theories of the Motherly School of the
Italian Ministry of Public Instruction
1991 affirms: “the need of education
can be reached when the family.....and
the others training figures cooperate in
a relation of integration and
continuity”.
“The family
represents the primary context where the
child, learning to order and to
distinguish the daily experiences and to
give them value and meaning, gradually
acquire the abilities to make sense of
reality, he structures logic and
affective categories, he moves into the
valuation of human relationships and he
learns to the sharing of rules and of
models of interpersonal relationships
through the internalization of behaviour
rules and their progressive structuring
in a system of personal values”.
The influence of Infancy
Centres on familiar experiences and,
vice versa, the actions of parents in
the didactics activities with children,
allow to make them live these activities
as an extension of the familiar and
social ambient. By this way, Infancy
Centres and Integrative Services are
lived as a learning and socialising
laboratory, where , the ordinary
activities that children do in the
familiar and social ambient, are
organised.
Article 5
COLLABORATION BETWEEN
INFANCY INSTITUTIONS
AND EDUCATIONAL
CONTINUITY
The
Local Institutions are supposed to
realize the functions and the
connections with bodies and public and
private institutions, to use the human,
economic and cultural resources present
in the territory, receiving, undertaking
and elaborating the essential news of
the infancy situation. The learning are
periodically compared between the
different bodies and social
institutions.
As regard
the ambit of the largest integration of
the actions, the Infancy Centres realize
the continuity with the others
educational services, in particular with
the Primary School, and with the social
and sanitary services of the Local
Institutions, in a logic connection and
interaction between the different
competences.
The
institutions that organise Infancy
Centres try also to prevent every kind
of marginalization that comes from a
psycho – physical and social
disadvantage, defending and guarantee ,
in particular , the right of the
disabled children or in situations of
relational and social – cultural
discomfort.
Local
Institutions research an effective
collaboration between the Infancy Centre
and the different services for infancy
presents in all the territory, for the
realization of an high training offer
and educational quality to children.
Infancy
Centres realize educational and
didactics paths in continuity with the
familiar and social activities and with
the planning of the Primary Schools for
the children of the territory.
For this
aim, the Local Bodies, through
conventions and agreement protocols, can
realize the necessaries kind of
collaborations where, it will be
affirmed, further, modalities and
operative instruments to guarantee:
-
the
continuity of the training-educational
project between the Infancy Centres and
the Primary Schools;
-
the
coordination of the need and the offer
of the educational – training service on
the territory;
-
the
reinforcing of the quality of the
didactic and training actions;
-
way of
communication and connection between the
different Infancy Centres on the
territory;
-
the
promotion of activities organised on the
training and the professional update of
the staff that works in the Infancy
Centres.
Article 6
INFANCY CENTRE:
EDUCATIONAL AMBIENT OF DEVELOPMENT AND
LIFE
The Infancy
Centre has to be an ambient of
socialisation and a context of
individual promotion of:
-
Life
experiences,
for a social integration in daily
activities ( to know how to do);
-
Playing,
to develop the personality in relation
to reality (to know how to be);
-
Learning;
for the evolution of the specific
abilities of infancy (to be able to
known).
The Infancy Centre is
a place of learning and a social ambient
of daily and playing experience , for
the improving of the quality of
children’s life.
How is
said by the theories of the primary
school of the Department of Public
Instruction of 1991: “ The promotion of
the quality of the child’s life is lied
with the achievement of a better kind of
living of the community in general and
of the adults in particular. So, the new
educational model is supposed to make
the Infancy Centre itself a place of
learning, of socialisation, of
animation, referring to the needs of
social microsystems and of the zones
culturally disadvantaged, in an
atmosphere of positive affection and
playing.
Article 7
THE BODY MANAGER OF
THE INFANCY CENTRE
The
Municipal administration can organise
the Infancy Centre directly or through
firms, societies, associations and/or
cooperatives lowest bidder of a
contract, as the law says.
The
Infancy Centre can be organised also
from private bodies.
The body
manager guarantees the regular working
of the Infancy Centre, by assuring the
coordination with the other educational
structures and with the remaining
services Maternal Nursery,
in the ambit of his territory, in
relation to the plans of action for the
prevention, care and premature diagnosis
of handicaps.
For this
aims, it provides in particular to:
1)
approve,
in relation to the Council of the
Infancy Centre, the budget and the
final balance of the general purchases
of working of infancy centres, that
include the modality for the
determination and eventual fees;
2)
approve,
in relation to the Council of the
Infancy Centre, the annual and
weekly calendar of the service, the
period and the during of eventual
suspensions, that doesn’t overcome the
solar year, as well as the time and the
daily during of it, in relation to the
social-economic needs of consumers;
3)
check the
assignment of the available places, by
approving the relative classification
and the eventual following
declines;
4)
guarantee
sanitary assistance, educational
psychology and the hygienic-sanitary
vigilance, through the relative services
of the Local Health Corporation;
5)
realize an
assurance for accidents, permanent and
temporary invalidity, death, for all the
children of the Infancy Centre and for
the whole during of their permanence in
the structure;
6)
assure the
annual professional update and the
permanent formation of the operators;
7)
check and
control the connection between service
quality and needs of the consumers. The
body manager is supposed to realize
periodic organizational conventions.
Article 8
THE
STAFF OF THE INFANCY CENTRE
The
staff of the Infancy Centre is divided
in relation to the function it has, in:
-
PEDAGOGIC
COORDINATOR: a staff who has
professional competences as regard the
management of the Infancy Centre;
-
EDUCATORS:
staff with specific educational and
professional competences;
-
OPERATORS
FOR THE GENERAL SERVICES: staff of
administration and who is supposed to
cook, custody, cleanliness, laundry
service, etc.
The staff activity of
the Infancy Centre works in relation to
the principles of the project sharing,
of collegiality, and of the methodology
of working group, in order to improve
the value the professional contribute
and the productive use of human
resources of everyone. This activity
must be realized in collaboration with
families, in order to guarantee the
continuity of educational actions.
If there is an
indirect management, it will be
communicated to the competent department
the list of the staff with specific
professionalism and duties, as it’s
established from the laws in force and
from the national and regional referring
contracts .
The staff have to
respect the hygienic-sanitary laws in
force and is supposed not to have
possible infections.
Article 9
ORGANISMS OF
MANAGEMENT
The
subjects managers of the Infancy Centres
improve to value the role of families as
active subjects; assuring to them the
higher information about the management
of services and the wider participation,
as instrument of sharing of the
educational choices and of testing of
the activities, also through the
institution of special organisms,
assuring articulated modalities and
flexibility of meeting and
collaboration.
The social management
and the working of every Infancy Centre,
is expressed through the following
organs:
1)Family Assembly
2)Educational Council
3)The Council of the
Infancy Centre.
Article 10
FAMILIES ASSEMBLY
Families Assembly is the main expression
of the needs and the expectations of the
parents who have sons aged from 0 to 6
years old and the quality of life of the
social community.
Families
Assembly has also the task to take
decisions about activities and
initiatives to undertake ,to promote and
develop the awareness of the tasks and
of the parents functions and of the
social communities as regard the
children rights and the families quality
of life.
Families
Assembly meet at least 3 times for year:
-
On
September, at the beginning of the
activity of the Infancy Centre to take
vision of the Educational Project -
Plane of the Training offer of every
Infancy Centre that comprehends also the
Educational Project that characterises
every single infancy structure, to talk
and to take decisions about the
organization and the management of the
service;
-
During the
year to verify the quality service and
to propose improvements, changes or new
initiatives;
-
On June,
at the end of the year, to check the
training path
of children, to value the realization of
the educational and didactic project and
to verify the validity and the efficacy
of the organization and of the
management of the Infancy Centre.
-
The
Assembly is summoned and charged from
the President and/or Director or
pedagogic coordinator of the Infancy
Centre or from one parent delegated from
him.
If is requested the
convocation of the Assembly, it must be
summoned by 15 days. In case of inertia
, the Assembly is summoned from the
pedagogic Coordinator.
The convocation is
realized through written advices to the
families that must be put on the
entrance of the Infancy Centre not less
of 15 days before the date of the
reunion.
In the Infancy
Centre, where is present the council of
nursery , the Assembly establishes the
President of the Council of nursery and
the 3 parents who represent the needs
and the requests from the families of
the council itself.
Article 11
EDUCATIONAL COUNCIL
The
Educational Council is formed by all the
educators of the Infancy Centre and from
the Pedagogic Coordinator who presides.
The
Educational Council is a advisory -
propositional - decisional organism,
that values the quality of the
educational and didactic system of the
Infancy Centre.
Educational Council meets periodically,
at least 4 times for year, for the
planning and the collegial verification
of the atmosphere of the Infancy Centre,
of the management of the educational
project, the whole working of the
Infancy Centre, the relations with
families, the working of the didactics
activities, the initiatives to
undertake.
The educational council,
in particular, regards:
-
Value the
quality of the educational system of the
Infancy Centre and of the training path
of children, in relation to their
welfare and to their abilities of
socialisation and of learning developed;
-
Elaborate
the Educational Project and the
relative Didactics Planning, plan the
modalities of the working of the service
in the Infancy Centre;
-
Realize
groups of educators who work together in
the same Infancy Centre and who
collaborate to the realization of a
didactic common planning;
-
Decide the
study and the work commission of
educators about the different themes of
Educational Project, about the
elaboration of didactic Projects and
about the organization and the
management of the Infancy Centre;
-
Document
and diffuse the educational and
didactic activities realized in the
Infancy Centres;
-
Communicate to the Families Assembly end
eventually to the Council of the Infancy
Centre the objectives and the progress
of the educational project and signal
opportunely the difficulties in the
realization of the project and the
working of the service;
-
Decide
about the organization of the Infancy
Centre in relation to the times and the
modalities of the placement of the
children, the planning and the
verification of the didactics
activities;
-
Elect 3
representatives in the Council of the
Infancy Centre;
-
Express
proposals about the professional update
and the training in the service of the
educational staff, and initiatives of
didactic experimentation and of
educational researches lied to it.
To establish
initiatives and common actions in the
social-cultural ambit or in single
sections or with children who have
specific problems, the Educational
Council can invite experts of the
primary infancy service of Local Health
Corporation, specialized operators and
collaborators external to the reunions.
Article 12
THE COUNCIL OF THE
INFANCY CENTRE
The
council of the Infancy Centre
is the organ of promotion, of
counselling and of management as regards
the organisation of the Infancy Centres.
The
council of the Infancy Centre has
the task to value the quality of the
organisation and of the management of
the Infancy Centre, while the
Educational Council has the task to
value the quality of the educational
system.
The
Council of the Infancy Centre
has the following tasks :
-
approve
the annual plan of the activities
established from the Educational group,
acquired opinions and suggestions about
the Families Assembly;
-
propose
and organise initiatives of involving of
the families to the life of the Infancy
Centre, inform and sensitise the
families about educational problems,
about themes of infancy development and
psycho – social dynamics in the relation
parents-sons;
-
coordinate
the activities of relationships between
educators and families, by informing and
collaborating in the organizational
part to the individual colloquies and
to the meetings between educators and
parents;
-
manage,
with educators and the pedagogic
coordinator, a fund for the purchase of
didactic material for the daily
activities of the Infancy Centre and for
the educational-training activities;
-
realize
every task of management of the Infancy
Centre, except the management and the
administration of the staff who works in
the Infancy Centre.
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