Open AccessALIA.The initial training of educators for Early Childhood Education and Care in Italy: normative and curricular aspects
Author(s) -
Arianna Taddei
Publication year - 2018
Publication title -
education sciences and society/education sciences and society
Language(s) - English
Resource type - Journals
eISSN - 2284-015X
pISSN - 2038-9442
DOI - 10.3280/ess2-2017oa5628
Subject(s) - normative , curriculum , context (archaeology) , training (meteorology) , pedagogy , face (sociological concept) , class (philosophy) , early childhood , quality (philosophy) , coherence (philosophical gambling strategy) , psychology , professional development , sociology , medical education , political science , medicine , social science , developmental psychology , epistemology , law , quantum mechanics , paleontology , philosophy , physics , meteorology , biology
The quality of educational services for childhood depends structurally on the professional competences of the educators who work in them: these competences have also matured within the services, but are primarily connected with the training paths that open up to the exercise of the profession. Recent regulations have made compulsory for educators in the 0-3 range to have an initial university training course within the L-19 degree class. This provision finds the universities at least partially prepared to face the consequent training challenge, but in a context that sees a strong heterogeneity of offer. The article, starting from a brief normative survey, identifies the fundamental characteristics of a possible academic curriculum for early childhood educators, based on hypotheses advanced in recent months. This hypothesis is then compared with the current reality of the degrees activated in Italy in the L-19 class, identifying the coherence and the reasons for problematics in the relationship between the actual situation and the new training request that is demanded to the courses themselves in this sector.