Infanzia e povertà educativa interrogano la formazione degli insegnanti nella fascia 0-6

The contribution deals with the issue of educational poverty to promote early childhood service and suitable strategies to support the right of children to quality education (UN Agenda 2030). This perspective leads to a multidimensional and contextualized interpretation of poverty, reformulating the key competences in the educators training for integrated 0-6 system, with reference to relational, inclusive and meta-reflective skills. Acting in educational services and spaces, inspired by innovative teaching and workshops, integrated with the training internship and with research-training experiences, educators can prevent and reduce child educational poverty, promote the child potential and support parenting.