Differentiation in Preschool. Pedagogical Issues and Best Practices

The study aims to intersect the most current ideas of work on 0-6 with the methodological perspective of Differentiation. Beginning with the input offered by Differentiated Instruction, teachers design activities to identify and foster an increasingly in-depth knowledge of children's interests, learning profiles and degrees of readiness, thus fostering everyone's participation and active involvement in processes of acquiring learning modalities that are then useful for the transition to primary school. The practices activated allow teachers to become researchers not only of practices, but above all of thoughts and working hypotheses, able to focus increasingly on the needs of individuals, and to pay attention to the instances and dynamics of the class group, favoring truly inclusive educational and didactic paths. This paper aims to offer a reflection on the opportunities offered by differentiation as early as kindergarten, preparing avenues of thought and action capable of linking legislative instances, pedagogical perspectives and teaching practice.