Metting experience at Early Childhood Education: interations, play and spaces

This text analyzes part of the material produced in the context of the doctoral research of one of the authors, which aimed to discuss the context evaluation and educational quality in preschool. The research events analyzed were produced from observations and record in field and photographic notebook during the stay in four Italian schools, three located in the Piedmont region and one in Lombardy, at the time of the sandwich doctorate, in the second semester of 2017. The text is organized in two parts: interactions and games and spaces as a place of dialogue. Its theoretical pillars are the studies by Bakhtin (2003, 1992) and Vigotiski (2008). The photographs and notes of the field notebook pointed out the importance of the adult to sustain the children's interactions either by attentive listening or in the organization of the spaces. It concludes that it is up to the adult to shift from a transmissive pedagogy, centered on pre-established contents and explanation, to a participatory, dialogical pedagogy, whose proposals are given in interactions with children, in dialogue with their curiosities, desires, needs.