L’applicabilità dell’ICF-CY nel nido e nella scuola dell’infanzia: uno studio teorico-esplorativo

Abstract

The Applicability of the ICF-CY in Kindergartens and Infant Schools: An Exploratory -Theoretical Study.

The study describes an exploratory theory-based research project (Lumbelli, 1980 and 2006) to assess how the International Classification of Functioning, Disability and Health. Children & Youth (ICF-CY) (WHO, 2007) can be effectively employed in kindergartens and infant schools in order to observe children and their «functioning» when interacting with environmental factors, with a view to devising educational-didactic programs encouraging inclusion and promoting change (Watzlawich et al., 1974) at the cultural,organizational and pedagogical-didactic level (Postic & De Ketele, 1993; Bondioli, 1995; D’Odorico & Cassibba, 2001) in these contexts. The research focuses on the «play» categories in the ICF-CY by stressing the inclusive potential of play and its fundamental role in children’s growth and development (Winnicott, 1942 and 1971; Huizinga, 1946; Piaget, 1959, 1966, 1973; Caillois, 1967; Bruner et al., 1981; Vygotskij, 1981). An empirical research project was contextualised by means of a «Case Study» (Dewey, 1938; Campbell & Stanley, 1966; de Landsheere, 1973 and 1988; Lucisano & Salerni, 2002; Corbetta, 2003; Coggi & Ricchiardi, 2005) developed within a three-year program of professional qualification of a group of educators and teachers of the municipality of Rome, also by means of check-lists specially designed according to the ICF-CY. The data obtained enabled a critical analysis of the applicability of the ICF-CY in education and also led to establishing operational lines for promoting inclusion (Ianes & Cramerotti, 2011; Chiappetta Cajola, 2012), to be analyzed in more depth in further studies of a qualitative-quantitative type.