Developing a shared approach to care and education between early childhood educators and pre-school teachers

The study illustrates how to develop a shared coherent approach to care and education in ECEC settings between early childhood educators and pre-school teachers. Previous research showed the importance of ensuring continuity in children's experience and smooth transitions from day-care centre to pre-school (Balduzzi, et al., 2019). In Italy, this issue is highly relevant because of the reform (Law 107/2015) that established the Integrated System of Education from birth up to six years. Documentation is a powerful tool for making visible children's experience in ECEC services and promoting professionals' shared reflexivity (Picchio, et al., 2014). The study is based on the analysis of the practitioners' discussions of the documentation they collected systematically on children's exploration activities within the ECEC context. The discussions were held within 11 CPD meetings that involved early childhood educators of 4 nidi and pre-school teachers of 5 municipal and 3 state scuole dell'infanzia in Pistoia, Italy. Discussions were recorded and transcribed with professionals' consent. According to GDPR, data was kept in a secure location and anonymity of participants were guaranteed. Collegial discussions of documentation provided the professionals with the opportunity of understanding children's social and cognitive potentialities and competences throughout the period 0 to 6 years and of grasping elements of continuity. The results show that CPD initiatives shared by professionals working in different ECEC services empower their professional competences, improve their daily practices and enhance the qualification of the whole local ECEC system.