Child protagonism: a study in the context of institutions dedicated to early childhood education in Bologna

ABSTRACT In this article, our objective is to consider some ways in which the protagonism of children linked to early childhood education has been enhanced through the spaces available to them, and the teaching activity in which they are integrated. As such, educational institutions in the city of Bologna (Italy) that exclusively attend small children were the subjects of observation. In addition, some materials publicizing their pedagogical proposals were consulted. Analytically, we particularly operate with the concepts of an Everyday Life (OLIVEIRA-FORMOSINHO et al., 2007; BARBOSA, 2010; CARVALHO e FOCHI, 2016; 2017). The results indicated that, in the observed schools, both spacial organization and teacher performance encourage the construction of autonomy and independence in the children, i.e., they are the main protagonists of their own development and learning processes.