An experience of inclusion practice in early childhood: towards a participatory model

Through the experience of L'ABC del Quartiere, a multifunctional educational center in the San Siro district of Milan, this research examines how an informal socio-educational service can develop sustainable models of inclusion by fostering the integration of educational perspectives across different cultures from early childhood. It has been observed that quality ECEC services can become “spaces of encounter” (Bove and Mantovani, 2006), fostering multicultural pedagogical alliances (Epstein, 1997) and co-educational experiences across diverse educational practices through specific strategies and approaches tailored to the complexity of cultural diversity. From a holistic, systemic, and ecological perspective (Bateson, 1972; Bronfenbrenner, 1979), educational practices are culturally situated (Colby and Shweder, 1996; Rogoff, 2004). Historical and sociocultural contexts must be considered to ensure inclusive ECEC services, especially in multicultural settings (Bove, 2020). This study, conducted within the qualitative research paradigm, adopted an exploratory approach. It involves three mothers with their children (aged 0–3), one cultural-linguistic mediator and four educators, with participatory observations and in-depth interviews. People involved in the activities were informed and consented to the research objectives and processes, ensuring their understanding and respecting the diverse cultural perspectives. Preliminary results show how a proximity-based, educational service can foster reflection on early childhood educational practices. The interaction between Arabic-speaking mothers, the mediator and professionals, was a catalyst for dialogue and shared learning. L’ABC addressed the needs of families and co-constructed shared educational practices. This research highlighted strategies to implement inclusion, reduce inequalities, and potentially lower long-term welfare costs, as results of a quality ECEC.