Fostering the quality of inclusion in early childhood education services. Methodological insights from an ecosystemic perspective


The integrated system for early childhood education from 0 to 6 years, an educational ecosystem interconnected with the local area and its policies, aims to guarantee all children equal opportunities to develop their potential by strengthening alliances with families and networking with all professionals involved. This mission is strongly related to the “quality” of the services offered. To date, due to a variability in interpretative positions of the concept of “quality” and given the lack of shared indicators at national and international level, it seems appropriate to identify organizational models and theoretical frameworks that consider the relationships and implications that may improve the quality of these services in inclusive contexts. To address this purpose, this contribution aims to present two theoretical frameworks, Implementation Science and Appreciative Inquiry, to trace their potential for promoting an inclusive and qualitative design action, both on an organizational and on a didactic level, from an ecosystemic point of view.