QuÉbec-Italy: The role of play within pre-school educational services. a historical-comparative approach
Andrea Bobbio, Maria Vincenza Raso
Learning source, object of interest, preferred way to interact with others, play represents the central activity as well as the «voice» of the child. Therefore, childcare and pre-school services have always been assigned to play as having an important role, however these multiple meanings and approaches can be conflicting in terms of its use. In multiple histories and across geographical space, various educational institutions have developed different contextual traits, in which the relationship between the playful dimension and learning has always been and continues to be a fundamental question.In this framework, our contribution aims to reflect on the role of play within pre-school educational systems, in a historical-comparative approach. This reflection is based on the study of the principal ministerial documents that have marked educational childcare and pre-school services in two very distinct geographical and socio-cultural realities: Italy, with a profound pedagogical tradition and an integrated 0-6 system planning; and Quebec, a society with multiple cultures, whose challenge is to affirm and popularize the attendance of pre-school education. Despite the historical, social, and cultural differences, the analysis allows us to bring out parallels and converging lines regarding the pedagogical value of play, in past and present childhood educational services.
Keywords
Play, childhood, Early Childhood Education and Care (ECEC), learning, comparative approach.