Enlarged contexts of learning in preprimary education for professional teachers development
Enlarged contexts of learning in Preprimary education for
professional teacher’s development
Learning in informal contexts to promote learnfare
Academic Year 2013/2014
Phd in Science of Cognition and Education
University Ca’ Foscari
The European framework of Pre-primary
European policy to improvement
for education and training
( Smart,sustainable and inclusive growth,
Youth on the move:
•At Ue level: “promote the recognition of non-formal and informal learning”
•At National level: Promote: “...efficient investment in education and
training systems at all levels (pre-school to tertiary)” and “... improve
educational outcomes, addressing each segment (pre-school, primary,
secondary, vocational and tertiary) within an integrated approach,
encompassing key competences and aiming at reducing early school
European Training 2020 :
“…LLL [...] is designed to cover learning in all contexts — whether formal,
non-formal or informal — and at all levels: from early childhood
education and schools through to higher education, vocational education
and training and adult learning”
“... Educational disadvantage should be addressed by providing high
quality early childhood education and targeted support, and by promoting
inclusive education” [Council conclusions of 12 May 2009 on a strategic framework for
European cooperation in education and training ( ET 2020 )
2 European models
The European framework of Pre-primary education-2
Fig.1. Enrolment of 0-3 year-olds in child care
Fig.2. Enrolment of 4 year-olds in early education
Fig.3. Enrolment of 3-6 year-olds in early education
Average in OCSE
Average in Italy
Head start (HS)
Early years evaluation
(EYE) Canada 1971
in WELFARE STATE
...to most recent policies:
casda the actual
I servizi educativi per la prima infanzia a carattere
IRER Lombardia 2004
The child care transition; A league table of early
childhood education and care in economically
Report card UNICEF 2008
Early Childhood Education and Care in Europe:
Tackling Social and Cultural Inequalities
A strategy for smart, sustainable and inclusive
Europe COM (2010a) 2020
Status and pedagogical task of preschool to be
Il lavoro educativo con la prima infanzia. Tra
progetto pedagogico e scelte organizzative
Università Milano-Bicocca 2008
New frontiers emerging from policies
Why promote pre-primary educational services?
(policies do not determine the behavior)
point of view
Prevention of discomfort and socio-cultural disadvantage: preprimary education as insurance for life? (Head Start, 1965-2005;
Carolina Abecedarian Project, 1972, Perry Pre-school Project, 1962-2006;
Effective Provision of Pre-school Education, 2003, OCSE- Starting Strong
II, 2006; OCSE-Eurydice, 2009;)
Conciliation female employment/ maternal role: reduce public
spending and encourage the work re-integration? (Unicef Report card,
2008; OCSE-Eurydice, 2009;)
Enhancing school learning prerequisites: to facilitate the
transition from child to pupil? (OCSE 2006-2009; G.S. Becker,
Human capital, 1964)
point of view
The benefits of early socialization: the “wrong myth” (OCSE, 20062009)
Qualification of educational relationship (UNICEF Report Card 8,
Contradictory results on
the long term effects
(Unicef Report card,
No evidence of actual
Too many variables
(Unicef Report card,
(IRER Piemonte, 2004)
The response of the
D.C., 2000, 2001)
dimension with its
The personalization of welfare:
Transition to flexibile and innovative
systems of learnfare
Sen,1999; Nussbaum, 2011
The individual Agency
(Costa, 2011, 2012)
Development (personal and professional)
“...personal freedom to choose the life
that give value”
Trought integrated relationships emerging from enlarged contexts of
learning: social (parental and intergenerational) interacting
and professional (community of practice) contexts.
Life-long training and professional development
of pre-primary teachers
Initial – Induction - Continuing
Professional development TALIS
The italian framework
• Early childhood services educator
• Pre-primary teacher
Proposal for a
planning of the
Professional development in capability approach
The value over the
Not just...teacher’s reflexive and transformative
...to: support capabilities development and qualify a new participatory idea of professional
Freedom to act and freedom to... achieve (Sen, 1999)
• Capabilites and functionings (Sen, 1999; Nussbaum, 2012)
• Conversion factors
• The device of transformative reflexivity (Mezirow, 2003)
Functionings of life
Opportunities/ Conditions to build capability to realize...
FREEDOM TO CHOOSE between DIFFERENT ALTERNATIVES
(FREEDOM OF AGENCY)
(Social, political etc.)
es. education (Nussbaum, 2000)
The research setting
Find correlation between:
Teacher professional development & capability process
For a new define of pre-school educational policies
A new plan for teacher professional development
looking for value beyond the competence/skill
trought personal agency
for capability empowerment
International and professional mobility
2. Institutional and regulatory
3. Organisational and processing
4. Other available resources
Institutional, regulatory, contractual guarantees
National Guidelines for the over-all pre-school education
Professional Communities of Practice
Intra- and extra- school relational contexts (parental
Informal learning contexts
Networks (intra- and extra- curricular)
Social contexts of local governance
aIdentify areas of competences of the professional development
- Early childhood care services (child care)
- Pre-school education (early education)
•Questionnaires on self-perception skills
• Qualitative semi-structured interview
•Participant observation by action research
To realize a continuing professional development pilot
trought capability process
based on the integration of enlarged contexts of learning
(social, parental, and intergenerational)
Identify development frameworks (conversion factors)
Define a teacher professional development model
Define and develop a new pre-primary education
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