Inclusive childhood education as basis for building the Life Project

The kindergarten is distinguished from all other educational facilities because it has its own uniqueness, that is, a precise pedagogical identity that must be recognized and valued. The funda-mental prerequisite of educational work in the kindergarten is the relational one, which is decisive for the success of the educational intervention through the choice of the most appropriate method-ologies and tools. The main goal of early childhood services is to help the child in building his identity, from cognitive, emotional and social points of view. According to Bronfenbrenner's eco-logical theory, an individual's development is strongly influenced by the environment that sur-rounds it as well as the network of relationships and interactions he has with his life context. Therefore, a really inclusive education must guarantee all girls and boys, especially those with disabilities, equal opportunities for education, care, relationships and play, overcoming territorial, economic, ethnic and cultural inequalities and barriers, with the aim of developing potential for relationships, autonomy, creativity, learning, in an appropriate affective, playful and cognitive context, through individualized interventions and always respecting the specificity of each one.