ABSTRACT
This article will initially reflect on the context evaluation function, both in terms of individual and group training, and in terms of organizational change, adopting an ecological and systemic perspective; afterwards, it will narrate a two and a half year research, centered on developing a zero-six curriculum with a group of public kindergarten teachers and a group of municipal nursery educators, operating in the same territory (a district in the historic center of Palermo). Areas of continuity and discontinuity between the two educational services will be highlighted and problematized, linking them to the history and organizational culture of the services themselves. Through the narration, an action- model will also be presented, explaining the role and the connections between the various figures involved in the research project management. In addition, an in-depth study will be conducted on the methodology adopted to promote the continuity between nursery and kindergarten, focusing on the active participants involvement through reflective self-evaluation and teamwork. Finally, the connections between the research topic, the new indications from the Italian Ministry of Education at the beginning of 2021 and the European Union Recommendations will be identified.
Keywords:
Reflective self-evaluation; Early Childhood Educational services; Continuity between nursery and kindergarten (zero-six years); Team- work; In-service training