"Distance Educational Links" for inclusion in early childhood: play and technologies at school. An Italian experience

In response to the pandemic that involved early childhood education from 2020 to 2022, the Commission for Education and Instruction 0-6 in Italy elaborated the pedagogical guidelines on "Distance Educational Links" (LEAD). We describe an experience in the Audiofonetica inclusive school in Brescia (16% disabilities, many deaf): we studied the actions of educators according to this approach to verify its impact on children 0-6 years, families and the educational community. The importance of play in childhood is recognised and it's known that the teacher-child relationships provide a critical caregiving context for children’s socioemotional development (Mortensen & Barnett, 2015): the research is based on Differentiated Instruction framework (Tomlinson, 1999) to design inclusive contexts and assumes that multimedia technologies can support the childhood’s creativity (Resnick, 2002: 37). The study was conducted according to the research-action model (Kemmis & McTaggart, 1982) to enhance teachers' practice and implicit knowledge (Mortari & Ghirotto, 2019:150). Post-experience interviews with educators and questionnaires to 55 parents allowed us to investigate perceptions and the impact of actions on the context. The qualitative analysis of documents and materials produced during the period of distance or blended learning completes the research. Questionnaires anonymous; interviews on a voluntary basis. The results show the centrality of the relationship, the importance of circular communication, the changing role of the family, especially in inclusive education. These findings suggest implications for the design of services in the post-covid era, including how to use technology in early childhood, also in relation to the experience of play.