Vol. 25 No. 1 (2022): Anno XXV, 1-2022
Articles

Sostenere pratiche inclusive nei momenti di passaggio: gli esiti di un’analisi sistematica della letteratura sulla continuità educativa 0-6 condotta in ambito europeo.

Arianna Lazzari
Dipartimento di Scienze dell'Educazione 'G.M. Bertin' - Università di Bologna
Chiara Dalledonne Vandini
Dipartimento di Scienze dell'Educazione 'G.M. Bertin' - Università di Bologna
Lucia Balduzzi
Dipartimento di Scienze dell'Educazione 'G.M. Bertin' - Università di Bologna
Published July 20, 2022
Keywords
  • Systematic Literature Review,
  • Transitions,
  • Early Childhood Education and Primary School,
  • Inclusion
How to Cite
Lazzari, A., Dalledonne Vandini, C., & Balduzzi, L. (2022). Sostenere pratiche inclusive nei momenti di passaggio: gli esiti di un’analisi sistematica della letteratura sulla continuità educativa 0-6 condotta in ambito europeo . Studi Sulla Formazione/Open Journal of Education, 25(1), 211-232. https://doi.org/10.13128/ssf-13418

Funding data

  • Erasmus+
    Grant numbers 16-201-021576, KA2-SE-12/1

Abstract

The article illustrates the findings of a systematic literature review carried out within the Erasmus+ project START (Sustaining Warm and Inclusive Transitions across the Early Years) focusing on transitions from early childhood education and care to primary school. To date, most literature reviews conducted on this topic examined the findings derived from studies published in English and conducted in Anglosaxon countries, thus overlooking the findings of research carried out in EU Member States and published more frequently in original languages. The systematic literature review presented in this paper attempts to address such gap by analysing the findings of studies conducted in the context of EU Member States, which offer a particularly relevant and rich contribution in relation to children’s, families’ and professionals’ experiences and perspectives during transitions. By shedding light on the findings derived from such publication sources, this literature review offers valuable insights in terms of investigating the multiple understandings and approaches underlying transition practices across a variety of policy contexts, educational systems and pedagogical traditions typical of EU Member States.

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