Esperimenti di continuità educativa in Belgio: alla ricerca di una co-educazione tra professionisti, famiglie, territorio

Abstract

Horizontal and vertical continuity in ECEC centres is essential to ensure the well-being of children and families. However, working on soft transitions is more complex in contexts where the ECEC system is split. The project Doorgaande Lijn, promoted in the Flemish Community of Belgium, addressed this challenge by investing in a 0-6 years old holistic approach. Twelve pilots adopted a multi-focal perspective based on key elements of action research, focusing on shared vision, pedagogical practices, staff collaboration, relationships with families, governance. The evaluation, conducted through the Most Significant Change Method, gathered the most meaningful “stories of change” as perceived by educators and parents, yielding significant policy recommendations to support integrated work. This article presents the process and results of the project.