Vol. 17 No. 2 (2020): n° 2 luglio-dicembre 2020
Quale formazione degli educatori per la gestione delle dinamiche relazionali e c

La formazione dei professionisti che accompagnano famiglie e bambini nei percorsi di inclusione sociale: la specificità dell’educativo in un terreno condiviso di competenze relazionali e comunicative

Matteo Tracchi
Università degli Studi di Padova
Published December 24, 2020
Keywords
  • Training,
  • educators,
  • territorial services,
  • families,
  • relational and communicative competences
How to Cite
Tracchi, M., Serbati, S., Bolelli, K., Moreno, D., Zanon, O., & Milani, P. (2020). La formazione dei professionisti che accompagnano famiglie e bambini nei percorsi di inclusione sociale: la specificità dell’educativo in un terreno condiviso di competenze relazionali e comunicative. Rivista Italiana Di Educazione Familiare, 17(2), 91-111. https://doi.org/10.13128/rief-9436

Abstract

Looking at key theoretical and methodological aspects of the training targeting territorial service professionals involved in the “RdC03” research (Citizens’ income 0-3: interrelationships between income, parenting and development of children aged 0-3 years), the article focuses on a specific observation tool and the methodological and training proposal for its use. By contextualizing the educational observation and its three related dimensions (of everyday life, dialogical and relational), the paper opens up a reflection upon relational and communicative competences which, despite having their own specificity in the role embodied by educators, can become a shared operational tool that all educational, social and socio-health professionals employ in their practices with families and children towards social inclusion.

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