Les relations spatiales entre enfants : continuité et changements dans les activités partagées au nido et à la scuola dell’infanzia

In this study, we analyse shared activities between children, observed in early childhood educational institutions in Italy, highlighting elements of continuity and changes in their reflections. The analysis reveals that from the second year to the sixtieth year, spatial relations among children remain central to these reflections. We also examine how this important cognitive engagement of children can be sustained by teachers and by the organisation of the material and social context within educational institutions. Finally, we propose new perspectives of educational intervention, where the promotion of learning and sociality would not be seen as contradictory, but as two complementary dimensions supporting the development of children’s potentialities