Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
The training of early childhood educators requires approaches that integrate solid theoretical foundations with formative methodologies capable of developing a playful, reflective, and inclusive educational professionalism, recognizing the bodily, emotional, and relational dimensions as fundamental resources in the educational process, and equally central in university curricula. This contribution presents the results of an experiment conducted within the 'Pedagogy and Didactics for Inclusion' workshop in the degree program for 'Nursery Educators and Early Childhood Services' at Roma Tre University, where performance-based tools and methodologies were used to stimulate critical reflection, self-awareness, interpersonal communication, and educational planning. These experiential practices demonstrate how playful experiences not only enrich educational practice but are essential in training more conscious and competent educators.
