{"id":14433,"date":"2025-05-14T13:27:08","date_gmt":"2025-05-14T13:27:08","guid":{"rendered":"https:\/\/community.pslzero6.net\/continuita-educativa-e-cambiamento\/"},"modified":"2025-10-17T08:44:12","modified_gmt":"2025-10-17T08:44:12","slug":"continuita-educativa-e-cambiamento","status":"publish","type":"post","link":"https:\/\/community.pslzero6-demo.net\/en\/continuita-educativa-e-cambiamento\/","title":{"rendered":"Educational continuity and change"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"14433\" class=\"elementor elementor-14433 elementor-12574\">\n\t\t\t\t<div class=\"elementor-element elementor-element-693ed862 box-layout-gray e-flex e-con-boxed wpr-particle-no wpr-jarallax-no wpr-parallax-no e-con e-parent\" data-id=\"693ed862\" data-element_type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-e76ea59 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change<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-411cf409 elementor-widget elementor-widget-wpr-post-media\" data-id=\"411cf409\" data-element_type=\"widget\" data-widget_type=\"wpr-post-media.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"wpr-featured-media-wrap\" data-caption=\"standard\"><div class=\"wpr-featured-media-image\" data-src=\"https:\/\/community.pslzero6-demo.net\/wp-content\/uploads\/sites\/4\/2025\/05\/Immagine1-1.png\"><img decoding=\"async\" src=\"https:\/\/community.pslzero6-demo.net\/wp-content\/uploads\/sites\/4\/2025\/05\/Immagine1-1.png\" alt=\"\"><\/div><\/div>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-e2e4315 elementor-widget elementor-widget-text-editor\" data-id=\"e2e4315\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<strong>Francesca Linda Zaninelli<\/strong>\n\n<em>Researcher in General and Social Pedagogy, Department of Human Sciences for Education &#8220;Riccardo Massa&#8221;, University of Milan-Bicocca<\/em>\n\n<h5 class=\"wp-block-heading\"><strong>The Meanings of Educational Continuity<\/strong><\/h5>\nClotilde Pontecorvo writes that &#8220;<em>the tension [\u2026] between what is constant and what changes, the problem of mental and personal reorganization that occurs at given moments in development, the question of qualitative changes that occur in knowledge, skills, and attitudes [\u2026] remains very important both in developmental and psychopedagogical theories. Because opting for educational continuity does not mean [\u2026] believing in absolute stability, denying those radical changes that appear as leaps, fearing the role of the unexpected, the new, and frustration. Rather, it means better controlling the modes of differentiation in sequentiality, as Scurati (1981) suggests, within institutional solutions that may also be different, but which must guarantee the coexistence of aspects of continuity and differentiation starting from the distinctive characteristics of the two levels of school, defined <em>in<\/em> <em>relation<\/em> <em>to<\/em> <em>the<\/em> <em>best<\/em> <em>achievements<\/em><em>of both<\/em>\u201d (1989, p. 14).\n\nThis long quote introduces the topic of educational continuity and helps us understand its many meanings and its centrality in the educational debate, in the studies, and in the reflections of researchers, pedagogists, educators, and teachers.\n\nSpeaking about education and development, as the quote suggests, means considering educational continuity not as one of the many themes that characterize educational practice, but as a key concept in the very conception of doing and being in education. The concept of continuity, like that of learning, context, and interactions, is intrinsic to every discussion of childhood and education; it is fundamental, it is the \u201cpivot\u201d (Bertolini, 1986) of every educational experience and project.\n\nEducational continuity is, in fact, an educational and growth need; it is an educational and developmental trajectory that encompasses and builds on the connection between identities and differences, between the similarities and specificities of each educational context and environment. It is through continuity, understood as a continuous unfolding of coherent events, as accompaniment during transitional moments of personal growth and maturation (Cesareo, 1986), that it is possible to give meaning, balance, and consistency to children&#8217;s learning about themselves, others, and the world around them. Continuity is present in every educational experience and lived situation that dot children&#8217;s daily lives precisely because &#8220;every experience made and undergone modifies the one who acts and undergoes, and at the same time this modification influences, whether we like it or not, the quality of subsequent experiences&#8221; and therefore &#8220;every experience receives something from those that preceded it and modifies in some way the quality of those that will follow&#8221; (Dewey, 1938, p. 23). What is important, according to John Dewey, is that in the flow and succession of experiences, continuity translates into real possibilities, into authentic learning and, therefore, into sequences of common-sense and quality experiences for every boy and girl. Cesareo in this sense speaks of &#8220;<em>real continuity between individuals<\/em>&#8221; and of a &#8220;<em>perspective<\/em> <em>of<\/em> <em>equality<\/em> <em>among<\/em><em>children&#8217;s citizens&#8221; <\/em>as a further meaning of continuity (1986, p. 22), as &#8220;<em>welcome&#8221;, <\/em>we think today, <em>of &#8220;experience&#8221;,<\/em> <em>of<\/em> <em>history<\/em> <em>and<\/em> <em>of the path<\/em> <em>identity<\/em> <em>of<\/em> <em>every<\/em> <em>subject<\/em>\u201d (Cagliari, 2017, p. 183).\nWe think of continuity from the perspective of a coherent and changing educational and developmental trajectory, of a progressive and gradual evolution of skills, learning, and situations, which belong to everyone, girls and boys, from birth to 1 and beyond (Mantovani, 1986); of a holistic conception of childhood that converges in a balanced way on the child, the individual and the group, the socio-cultural environment, and of a well-rounded educational process, without fragmentation and without &#8220;macroscopic leaps&#8221; (Bertolini, 1986, p. 20), albeit with gradual and sensible variations and changes. In the constant and continuous flow of experiences and situations, contexts and possibilities change, variations come forward and grow, new opportunities for being and doing take shape and name, without disorienting inconsistencies, without interruptions, useless steps backwards, or senseless accelerations; Without, as Mantovani wrote, &#8220;<em>accelerations and<\/em><em> anticipations of educational proposals<\/em>,&#8221; without unnecessary delays and postponements in the &#8220;<em>unitary vision of childhood in the specificity of each institution<\/em>&#8221; (1986, p. 127). Educational continuity also takes on the meaning of a temporal container for the education of children, conveying an idea of \u200b\u200beducational time in which sequences and narratives of discourse and knowledge are woven in the patient interaction between adults and children, between questions and searches, not so much for answers, but for shared understandings, communicable themes and contents.\n\nWe are moving toward a perspective of continuity that embraces the &#8220;prehistory&#8221; of childhood learning, the experiences and knowledge that children have previously constructed (Vygotsky, 1980), to keep a gaze on growth and educational events that is directed not only at the world of education and school, but also &#8220;<em>the anthropological, <\/em><em>the social, the cultural, and the political<\/em>&#8221; (Cagliari, 2017, p. 183). This perspective of educational continuity thus emphasizes the context of education and development and the fundamental role it plays in determining the quality of the experiences lived there. It is within this context that children develop behaviors, patterns of action and interaction, explore possibilities, experiment and construct knowledge, experience feelings and emotions, learn to care for themselves, others, and the world around them; Boys and girls move within the possibilities and constraints that contexts pose with their values \u200b\u200band expectations. If contexts change, because the projects from which they originate and which they express change, the children we observe in action and becoming within them also differentiate and change. If we speak of context both as a physical and architectural dimension, in its spatial, temporal and organizational articulation, and as a social dimension and of the interactions that are articulated within and outside groups of children and educators and between them, what Pontecorvo highlighted opens up as a nucleus of attention, with educational continuity, also stating that &#8220;<em>development is not only a biological fact, but it is a cultural type of development that takes place in a context and in which the context is fundamental. It is not only that the child learns different things because he is in different contexts, but because he himself is different in being in different contexts. That is, he acts and operates differently&#8221; (2005, p. 61).\n\nIt is clear that educational continuity has and assumes multiple meanings and multiple levels of meaning and action. Indeed, we encounter the concept of continuity used whenever documenting an experience of information exchange between services, when reporting on a project to connect services, or even better, and increasingly, when attempting to build a project or hub for children aged 0-6. In other words, it is a term and a concept repeatedly employed to support discussions on various types of education, treated and used with excessive ease, and employed too readily for experiences, initiatives, and interventions that are not proper, not entirely, not truly and pertinently consistent. Paola Cagliari, in this sense, calls for a renewal of the term, a reinterpretation of it precisely because &#8220;<em>the concept of continuity risks being conservative; <\/em><em>what is needed instead is to generate cultural, social, pedagogical, and institutional change<\/em>,&#8221; moving toward &#8220;<em>a unitary and comprehensive educational and instructional project [\u2026] within a vision that brings together politics and pedagogy, both in the cultural and organizational dimensions<\/em>&#8221; (2017, p. 1866). It is a move toward unprecedented discourses and complex educational projects, starting with boys and girls to be observed and relearned, and with adults who are called to rethink their roles in plural and heterogeneous contexts.\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped\"><\/figure>\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n<h5 class=\"wp-block-heading\"><strong>An integrated and unified 0-6 pathway<\/strong><\/h5>\nLaw no. 107\/2015 and Legislative Decree no. 15\/20171 have introduced important innovations to the Italian education system that Susanna Mantovani (2016) has repeatedly described in terms of a cultural shift, a change in pedagogical and educational horizons, and which reflects Piero Bertolini&#8217;s view of educational continuity as &#8220;the idea of \u200b\u200ba unified political and pedagogical model or an organic cultural project for the education of children, all children&#8221; (1986, p. 20).\n\nEducational continuity is central to the development of a unitary political, cultural and pedagogical project based on the idea of \u200b\u200ban integrated education and instruction system \u201c<em>for girls and boys aged <\/em><em>from birth <em>up to<\/em> <em>six<\/em> <em>years [\u2026] made up of early childhood education services and nursery schools [\u2026] which promotes the continuity of the educational and scholastic path, with particular reference to the first cycle of education, supporting the development of girls and boys in a unitary process [\u2026]\u201d<sup>2<\/sup><\/em>. An integrated education and instruction system that &#8220;<em>contributes to reducing cultural, social and relational disadvantages and promotes the inclusion of all girls and boys&#8221; <\/em>and in which <em>, &#8220;to develop relational potential, autonomy, creativity, learning in an appropriate emotional, playful and cognitive context, equal opportunities for education and instruction, care, relationships and play are guaranteed, overcoming territorial, economic, ethnic and cultural inequalities and barriers&#8221; <\/em>3<em>.<\/em>\nEducational continuity and the 0-1 curriculum are key references for a unified educational and training program from birth, an integrated system starting with the world of 0-3 services, with the characteristics, methods, and forms of planning that characterize and ground educational contexts, with the image of the child, of childhood, and of education of which they are an expression. At the core is the educational process that engages each child in their integrity, singularity, and difference, in their similarity and uniqueness alongside others, transcending family and individual histories, and their different starting and life circumstances, ensuring an inclusive education that we know is a guarantee of real equal opportunities.\n\n\u201c<em>In their autonomy and specificity, the<\/em><em>educational<\/em> <em>services<\/em> for<\/em> <em>childhood<\/em> <em>and<\/em> <em>childhood schools<\/em> <em>constitute,<\/em> <em>each in<\/em> <em>basis<\/em> <em>all<\/em> <em>own<\/em> <em>functional<\/em><em>national characteristics, the primary site of the processes of care, education and instruction for the complete implementation&#8221;<\/em>of the integrated education system which &#8220;<em>welcomes girls and boys based on age and is made up of educational services for children and state and private nursery schools<\/em>&#8220;<sup>4<\/sup>. We adopt a systemic perspective with unified objectives and structured on the succession and coherence of criteria and values \u200b\u200bthat give meaning and significance to the objectives themselves and to the sequence of situations and experiences. The construction of a unitary and integrated system begins with existing services and schools, and their joint and shared planning. We are talking about a pedagogical, educational, and cultural project, the unity of an educational process that, recognizing and embracing the historical dimension of each child (Bertolini, 1986), enhances their family, cultural, social, and linguistic dimensions, to understand and address the process to all boys and girls (Zaninelli, 2010), to embrace the complexity of being a child and the educational project addressed to them, fully recognizing that it is the fruit of a complex intertwining of pedagogical, social, and cultural needs and influences (Mantovani, 1986). As Cagliari (2017) recalls, we speak of a culture of continuity as a common educational theme, as a right of girls and boys, and as a responsibility of services, schools, and the community. We address it in this sense, knowing full well that what is at stake is not continuity as a transition and bridge between institutions, but its translation into terms of educational coherence and complexity across projects and in diverse contexts. Therefore, it is the identification of educational styles and methods that are congruent across the entire 0-6 system, of educational paths that accompany and support children in developing their autonomy, identity, and learning, as well as transversal and participatory objectives. The perspective is one of integration between experiences, places, and people, of stability in change toward initiatives, shared projects, and events between adults and children, between adults and children within and between contexts so that, as Carla Rinaldi (1997) has expressed, it is not a matter of starting over again without memory.\n\nAs stated in Legislative Decree No. 65\/2017, one of the objectives is to &#8220;<em>promote the continuity of the educational and scholastic path by fostering the development of girls and boys in a unified process in which the various parts of the system collaborate through various planning, coordination, and joint training activities<\/em>.&#8221; Thus, the foundation of a continuity of the educational path lies in solid training processes, also aimed at adults, developed jointly between nursery school teachers and preschool teachers; joint paths aimed at acquiring and strengthening those professional skills, starting with observation, knowledge, and common language, which are the basis of a unified and holistic approach to childhood, because they are not confined within individual educational segments. There is also the major educational theme of the relationship and educational alliances between school and family, between educators, teachers, and parents.\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n<h5 class=\"wp-block-heading\"><strong>Educational Continuity in and Between Contexts<\/strong><\/h5>\n<div class=\"wp-block-group\">\n\nEducational continuity has many meanings, possible interpretations, and connections with just as many educationally significant issues. Taken together, these meanings and connections immediately demonstrate that educational continuity qualifies and specifies the overall and unitary educational project for childhood and the education of boys and girls aged 0 to 6. It is a continuity that develops, gives shape and possibility to the vertical dimension of the unitary and comprehensive 0-6 year old path, connecting and coherently linking the projects of individual services and schools and, within each of them, of the ages, sections and groups, of adults and children. It also focuses on the horizontal dimension, assuming, as recent legislation itself reaffirms, the family and parents as allies in the educational process and addressing the entire territory.\n\nVertical continuity between age groups and services is designed through exchange, mutual understanding, and the shared training of early childhood educators and preschool teachers. Joint and ongoing training between providers from different services, including those with different pedagogical and legislative histories in our country, is an important first step toward enabling preschool teachers to rediscover younger children and their skills, the history they encounter with them, and preschool teachers to open themselves to the educational possibilities of preschool. Both provide a longer-term, broader, and more nuanced perspective on education and growth. Joint training, which fosters mutual exchange and understanding, is a willingness to learn and move within a different, broader time horizon that encompasses and brings into dialogue the identities and projects of individual services, shaping new paths and a shared, common language.\n\nAlongside the &#8220;in-service training of integrated education and instruction system personnel,&#8221; other strategic objectives include university qualifications and territorial pedagogical coordination. These are all complex and crucial aspects for the creation of a truly unified, continuous project for children aged 0-6.\n\nComplex and crucial for educational planning, and even more so for children aged 0-6, is the focus on educational co-responsibility, parental participation in the life of services, and the school-family relationship, or whatever perspective it is approached from (Catarsi, 2003; Zaninelli, 2014). Revisiting the relationship between parents and educators within a broader, long-term timeframe and planning framework can help build a truly inclusive educational community through the active participation of all stakeholders. This necessarily involves revisiting these tasks, redefining interaction methods, and sharing perspectives and knowledge regarding children who, moving within a pedagogical framework, contexts, and approaches &#8220;different&#8221; from those of the two previously known segments, cannot help but reveal different ways of doing and being. Educational continuity for children aged 0-6, in other words, is an important opportunity to revisit and rethink the connections between services, schools, and children&#8217;s homes. It allows adults, educators, and parents to listen to and observe children, thus co-constructing further knowledge about their growth, learning, understanding, and existence in the new contexts conceived and designed for them.\n<sup>1<\/sup> Law No. 107 of July 13, 2015, <em>\u201cReform of the national education and training system and delegation for the reorganization of existing legislative provisions\u201d<\/em>; Legislative Decree No. 65 of April 13, 2017, <em>\u201cEstablishment of the integrated education and training system from birth to six years of age\u201d<\/em>, pursuant to Article 1, paragraphs 180 and 181, letter e), of Law No. 107 of July 13, 2015.\n\n<sup>2<\/sup> Article 181, letter e) &#8211; Law No. 107\/2015; Article 1 of Legislative Decree No. 65\/2017.\n\n<sup>3<\/sup> Article 1, point 1 and point 3.\n\n<sup>4<\/sup> Article 2, point 1 and point 2.\n\n<sup>5<\/sup> Legislative Decree no. 65\/2017, Article 4, letter e; letter f; letter g.\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\" \/>\n\n<\/div>\n<h5 class=\"wp-block-heading\"><strong>Bibliography<\/strong><\/h5>\nAnolli L., \u201cDiscontinuity as a Condition for Educational Continuity between Family and School,\u201d in V. Cesareo, C. Scurati (eds.), Childhood and Educational Continuity, FrancoAngeli, Milan, 1986.\n\nBertolini P. \u201cThe Problem of Continuity,\u201d in V. Cesareo, C. Scurati (eds.), Childhood and Educational Continuity, op. cit. <\/em>Bruner J.S., The Culture of Education, Feltrinelli, Milan, 1997.\n\nCagliari P., \u201cResearch on Continuity,\u201d in C.P. Edwards, L. Gandini, G. Forman (eds.), <em>The Hundred Languages \u200b\u200bof Children. The Reggio Emilia Approach to Early Childhood Education, Edizioni Junior-Spaggiari Edizioni, Parma, 2017. Cagliari P., \u201cBuilding a 0-6 Curriculum: An Opportunity to Define Transversal Meanings and Concepts,\u201d in C. Lichene (ed.), Conoscere lo 0-6, Zeroseiup, Bergamo, 2017.\n\nCatarsi E., \u201cFamily Pedagogy and Family Education,\u201d in L. Bellatalla, Genovesi, E. Marescotti (eds.), Pedagogy: Epistemological Aspects and Situations of Existence, FrancoAngeli, Milan, 2003.\n\nCesareo V., \u201cIntroduction,\u201d in V. Cesareo, Scurati (eds.), Childhood and Educational Continuity, op. cit.\n\nDewey J., <em>Experience<\/em> <em>and<\/em> <em>Education<\/em>, Raffaello Cortina, Milan, 2014.\n\nMantovani S., \u201cContinuity in the Specificity between Nursery School and Preschool,\u201d in V. Cesareo, C. Scurati (eds.), <em>Childhood and Educational Continuity<\/em>, <em>op. cit.\n\nMantovani S., \u201cPedagogy and Childhood,\u201d in Bellatalla, G. Genovesi, E. Marescotti (eds.): <em>Pedagogy: Epistemological Aspects and Situations of Existence<\/em>, <em>op. cit. Mantovani S., \u201cChildren aged two to three years between nursery school, early childhood education, and the spring section: an observation tool,\u201d in F.L. Zaninelli, <em>Pedagogy and Childhood. Educational Issues in Services, Franco-Angeli, Milan, 2010.\n\nMantovani S., \u201cChild Services and Curriculum,\u201d interview by B.Q. Borghi, in <em>For a Curriculum 0-6<\/em>, Zeroseiup, Bergamo, 2016.\n\nPontecorvo C. (ed.), <em>A Curriculum for Educational Continuity from Four to Eight Years Old<\/em>, La Nuova Italia, Florence, 1989.\n\nPontecorvo C., Tassinari G., Camaioni L. (ed.), <em>Educational Continuity from Four to Eight Years Old: Conditions, Methods, and Tools for Experimental Research in Schools<\/em>, La Nuova Italia, Florence, 1990.\n\nPontecorvo C., \u201cContinuity and Environment for Growth,\u201d in <em>The Right to Education of Younger Children: Times, Places, Rules, Responsibilities<\/em>, National Nursery Group Notebook Childhood, No. 2, Azzano S. Paolo (Bergamo), 2006.\n\nRinaldi C. (1997), \u201cContinuity in Childhood Services,\u201d in B. Battaglioli, G. Berziga, L. Cantarelli, N. Terzi (eds.), The Nursery Turns 20. The Quality of Relationships, Edizioni Junior, Bergamo, 1997.\n\nZaninelli F.L., Pedagogy and Childhood. Educational Issues in Services, Franco-Angeli, Milan, 2010.\n\nZaninelli F.L., \u201cFamily Participation in the Life of Childhood Education Services in Italy,\u201d in M. Guerra, E. Luciano (eds.), Building Participation. The Relationship between Families and Childhood Services in an International Perspective, Edizioni Junior-Spaggiari Edizioni, Parma, 2014.\n\nZaninelli F.L., Educational Continuity and Zero-Six Complexity: Reflections on Early Childhood Pedagogy, Edizioni Junior- Bambini srl, Reggio Emilia, 2018.\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Between experimentation and innovation: a historical, cultural and political project<\/p>\n","protected":false},"author":1,"featured_media":13741,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"inline_featured_image":false,"footnotes":""},"categories":[116,79],"tags":[],"class_list":["post-14433","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-a-visible-path","category-un-cammino-visibile"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.1.1 - 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