La pedagogia di Loris Malaguzzi. : Per una ‘nuova’ idea di bambino

Abstract

The article illustrates the essential elements that distinguish the thought of Loris Malaguzzi framing the contribution of this Author within the recent history of the Early Childhood Education and Care in Italy with particular reference to the pre-school sector. In particular, the contribution will outline the elements of novelty that have permanently changed the way we understand childhood (and its education), especially from the contributions of constructivist theories (Piaget Vygotskij, Bruner, Gardner). From this analysis the cultural profile of a rich and complex Author stands out, who has been able to innovate teaching for children through a plurality of perspectives: from methodological to political, from the management of educational spaces to the horizons of aesthetic education, creativity and the enhancement of symbolic play.

From this analysis emerges the face of a brilliant and productive innovator, able to intertwine the languages of education with those of culture, of technical knowledge with the humanistic one, in a unitary perspective, and with an always careful look to grasp the potential of childhood, in a current and future key, thus imagining the face of a new child, more appropriate to a world in transition and movement.