Il bambino con disabilità nei servizi per la prima infanzia. Valutare i contesti educativi e la playfulness

The study presented aims to offer functional evidence for the formalization of specific educational evaluation devices which relate to “childhood from 0-6” years. These devices are aimed, more specifically, at the assessment of motor skills acquired in children aged 2-5 years, involving children with and without disabilities. At the methodological level, an empirical survey protocol was constructed and the tool of self-reflection was used on inclusive teaching contexts in early childhood and playfulness. The target audience included 36 children, including two with disabilities, in two sections of an early childhood education service. The following variables of inclusive contexts were evaluated: the practices of inclusive areas, the development of skills and stages of play, the accessibility of playgrounds and the development of children’s autonomy. The evaluation was carried out using the standardized test batteries - the SVALSI scale and the Gross Motor Function Measure (GMFM). The results showed that the experimental group had significantly improved in their development of autonomy, inclusion and gross motor skills, improving early or initial motor skills, making playfulness a focal part of educational design for the 2-5 age group.