The space for learning in childhood from 0 to 3 years: the experience of educational services in Italy

Abstract

Space is one of the determining factors in the learning process in the 0-3 age group. The Italian pedagogical tradition has as its reference pedagogues who investigated the concept of space and its importance as an educational factor. A well-structured space positively influences the physical, psychological and relational development of children, promoting positive growth. A welcoming educational environment for children aged 0-3 allows sensory and motor experiences, learning, creation, communication, thinking and listening (Buccolo, 2019). The research presented focuses on the evolution of the concept of space in the pedagogy of childhood from 0 to 3 years, highlighting the need to build a new context that supports the educational process. The current debate on pedagogy considers the organization of space in educational environments for children to be fundamental, valuing the context as complementary to didactics. A method of continuous learning based on observation, reflection and practice emerges from the experience of training educators. This approach seeks a collaborative and inclusive construction of educational spaces that values ​​diversity, ensuring a collaborative and accessible educational environment for all. It is necessary to continue investing in the training of educators, aiming at a more conscious and critical planning of the space, so that the "training-formation experience" is configured as an opportunity for human and social growth.