Arianna Lazzari

Arianna Lazzari
University of Bologna | UNIBO · "Giovanni Maria Bertin" Department of Education Studies EDU

PhD

About

57
Publications
33,717
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641
Citations
Citations since 2017
12 Research Items
431 Citations
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Introduction
I have been working in the field of early childhood education for over ten years, gaining professional and academic experience both in Italy and abroad (UK, Ireland, Sweden). My research focuses on: - professionalism and professional development of practitioners working in early childhood settings across Europe; - pedagogical approaches to the education and care of young children elaborated within different European tradions; - ECEC policy developments in cross-national perspective.
Additional affiliations
November 2013 - August 2014
VBJK Centre for Innovation in the Early Years
Position
  • Researcher
Description
  • Impact of training and working conditions of early childhood education and care practitioners: a systematic review of evidence from EU member states. Project commissioned by Eurofound.
July 2012 - June 2013
University of Bologna
Position
  • Research Associate
Description
  • Enhancing early childhood teachers’ professionalism: a participatory research on professional development strategies.
January 2012 - May 2012
SOFRECO
Position
  • Research Assistant
Description
  • Early childhood education and care (ECEC) for children from disadvantaged backgrounds: Findings from a European literature review and two case studies.
Education
January 2008 - May 2011
University of Bologna
Field of study
  • Early Childhood Pedagogy

Publications

Publications (57)
Conference Paper
Full-text available
Many European countries have separate education and care services that cater to the needs of children below school age and the needs of their families in what is referred to as a split early childhood education and care (ECEC) system. The services that cater for the needs of the youngest children and their families are labelled as “childcare” — str...
Research
Full-text available
The evaluation component (O4) of the TRACKS project is an integral part of the entire project’s design: it completes the key outputs of O1 to O3 and demonstrates sustainability, the degree of success and possible challenges for going forward, meaning as to whether the TRACKS toolbox can be propagated to further ECEC settings in the participating co...
Research
Full-text available
The main goal of the project was to explore which aspects of daily practices contribute to children learning processes. We chose the method of video analysis and video coaching in order to ‘explicit the implicit thinking’ underlying the daily practices of professionals where dynamics of inclusion/exclusion are played out. We believe that this innov...
Research
Full-text available
The textbook is supplemented by our next publication: Lessons learnt from case studies and recommendations for practice. We have included our own video coaching experiences as well as the reflections of teachers, educators and tutors from the ECEC area who were involved in our project. We hope this publication will make it easier for users to get s...
Technical Report
Full-text available
The TRACKs project developed various products, each with a different purpose. This report summarizes them. In addition, we present recommendations that arose after an international analysis of the project results in each of the partner countries: Poland, Belgium and Italy.
Article
Positive transitions across home, ECEC and compulsory school education (CSE) are critical in promoting children’s development and educational achievement: this seems especially the case for children from migrant backgrounds. However, as a consequence of entrenched institutional practices and lack of ownership the issues by the different groups of p...
Research
Full-text available
This report reviews research evidence from all 28 EU Member States to identify how the training and development of ECEC workers can be tailored to improve the quality of the services available for children below primary-school age in EU Member States. Among other findings, it concludes that interventions in professional development that are integra...
Article
Full-text available
This article presents the findings of an analysis of the effects of CPD initiatives on the quality of the pedagogical practices of ECEC practitioners. It is part of a larger study commissioned by Eurofound and jointly conducted by VBJK, IOE and PPMI (Eurofound, 2015). In order to draw policy-relevant information that might support decision makers i...
Article
Full-text available
Over the last decade, the issue of quality in early childhood education and care (ECEC) has gained increased attention in research, policies and pedagogical debates both at EU and at national level. There is an increased awareness that attendance of high-quality ECEC services can make a difference in the lives of young children and their families,...
Technical Report
Full-text available
This report provides an overview of the status of early childhood education and care (ECEC) quality frameworks — or equivalent strategic policy documents — that govern ECEC quality at national, regional or local level in EU Member States. The review was commissioned by the Directorate General for Education and Culture (DG EAC) as an ad hoc question...
Technical Report
Full-text available
The Report analyses the Early Childhood Education and Care (ECEC) services, which are certainly one of the core policy areas of the SIP – Social Investment Package (COM 2013/83). Moreover, according to the Europe 2020 Strategy, ECEC services are an essential requirement to achieve smart, sustainable and inclusive growth. The Report presents the res...
Chapter
La scelta di tradurre e pubblicare in italiano un importante documento europeo che rivolge la sua attenzione all’infanzia, a partire dalle politiche educative che di infanzia si occupano, nasce dal preciso intento di offrire un contributo di rilevanza internazionale al dibattito nazionale sull’istituzione del sistema integrato 0-6. La proposta di p...
Chapter
Pathways to Professionalism in Early Childhood Education and Care is concerned with a growing interest from policy and research in the professionalisation of the early childhood workforce. Illustrated by in-depth case studies of innovative and sustainable pathways to professionalisation, it recognises the importance of a systemic approach to profes...
Presentation
Full-text available
Early childhood education and care has been, since the 1992 Council Recommendations on Childcare, a recurring topic on European policy agendas. Whereas initially the rationale for investing in early childhood education and care was mostly driven by socio-economic concerns about employment and gender equality, more recently quality and equality of e...
Article
Full-text available
In recent times, a growing consensus has emerged, among researchers and policy-makers, that a well-educated, competent and adequately supported workforce is crucial for the quality of ECEC services. Despite governmental initiatives aimed to enhance the professional preparation and continuing development of early years practitioners being high on th...
Article
Full-text available
Dit onderzoek uitgevoerd in opdracht van Eurofound, een agentschap van de Europese unie voor de verbetering van leef-en werkomstandigheden in Europa is een systematische literatuur-studie ('systematic review') dat de impact onderzocht van werk-omstandigheden en permanent leren op de kwaliteit van voor-zieningen voor kinderen van 0 tot 7 jaar en op...
Presentation
Full-text available
The presentation illustrates the research evidence standing at the basis of the document ’Proposal for key principles of a Quality Framework for Early Childhood Education and Care’, which was elaborated by the Thematic Working Group on Early Childhood Education and Care of the European Commission. The TWG was coordinated by the Nora Milotay (policy...
Conference Paper
Full-text available
Nel corso dell'intervento vengono discussi: - l'evoluzione delle politiche per l'infanzia promosse dalla Commissione Europea a partire dai primi anni Novanta - le politiche attuali nel quadro delle ricerche sull'educazione e cura dell'infanzia condotte in ambito europeo - i principi per la qualificazione dei servizi dedicati all'educazione e cura d...
Article
In recent years, the issue of early childhood staff professionalisation has been taking an increasingly prominent position in policy-making and academic debates at the international level. Despite this growing interest, studies investigating the content and delivery of professional preparation programmes for early childhood practitioners are still...
Technical Report
Full-text available
The focus of this report is on the impact of the working conditions and continuous professional development (CPD) of the workforce in the field of early childhood education and care (ECEC) on the quality of the services provided and, in particular, on the outcomes for children. The report reviews research evidence from all 28 EU Member States, incl...
Conference Paper
Full-text available
Questa presentazione illustra i risultati di uno studio europeo condotto da un consorzio di enti di ricerca (VBJK, IOE, PPMI) e commissionato da Eurofound per verificare gli effetti della formazione sulla qualità dei servizi educativi e di cura per l’infanzia. Il progetto si colloca nell’ambito delle ricerche mirate a ricavare informazioni rilevant...
Article
Full-text available
Questo articolo illustra i risultati di uno studio europeo condotto da un consorzio di enti di ricerca (VBJK, IOE, PPMI) e commissionato da Eurofound per verificare gli effetti della formazione sulla qualità dei servizi educativi e di cura per l’infanzia. Il progetto si colloca nell’ambito delle ricerche mirate a ricavare informazioni rilevanti – a...
Article
There is a broad consensus in international debates that the quality of early childhood education and care (ECEC) services is inextricably linked to the professionalization of its workforce. The importance of providing practitioners with continuing professional development (CPD) opportunities has been increasingly recognised as attested by recent r...
Article
Full-text available
EDITORIAL The attempt […] to liberate hopes for a new human culture of childhood is the reason of our work. A reason which is grounded on a deep longing for the future and humankind. (Loris Malaguzzi 1995, 110, translation by the author) In recent years early childhood education and care (ECEC) has moved far up in the policy agenda internationall...
Data
Full-text available
Il manifesto pedagogico della cooperazione ferrarese è un documento di indirizzo politico e pedagogico, l'occasione per creare uno sfondo culturale condiviso che consente di ri-pensare i servizi educativi per l'infanzia alla luce dei nuovi bisogni emergenti dei bambini e delle loro famiglie. Il contributo si propone di illustrare gli esiti di un pe...
Data
In recent years the issue of ECEC quality and staff professionalization gained an increasing attention internationally both at academic and policy level. Despite this growing interest very little research has been conducted on these topics according to a participatory approach that engage with service stakeholders (practitioners, children and famil...
Data
Full-text available
There is a broad consensus among researchers, practitioners, and policymakers that the quality of early childhood services – and ultimately the outcomes for children and families – depends on well-educated, experienced and ‘competent’ staff. But what exactly makes a competent early childhood practitioner? How can competence be understood, and its d...
Chapter
The paper aims to contribute to the debate on pre-school and primary education training through the analysis of a country case. The first part of the paper will explore how the relationships between these two parts of the education system has been constructed and evolved over time in the context of local socio-cultural conditions. The second part o...
Article
We analyse both academic literature and practice reports to discover the main causes for unequal accessibility of high quality early childhood care and education (ECEC). In order to understand and to remedy this inequality we need to consider the interplay between elements of governance, of the management of services and elements on the level of pa...
Chapter
Il presente saggio si propone di offrire un contributo al dibattito sulla professionalità docente da una prospettiva inedita e relativamente poco esplorata in letteratura, quella della continuità tra i diversi gradi del sistema scolastico. Se da un lato la letteratura sulla professionalità degli insegnanti risulta essere piuttosto ricca e variegata...
Article
Full-text available
Nel presente contributo verrà presenta una prima concettualizzazione dell’approccio partecipativo come strumento di formazione dei professionisti che lavorano con le bambine ed i bambini da zero a sei anni e di sostegno alla professionalità docente partendo dalla presentazione dell’impianto metodologico di una ricerca svolta dalle autrici nel corso...
Conference Paper
Full-text available
La presentazione si propone di offrire un contributo al dibattito sulla professionalità docente da una prospettiva inedita e relativamente poco esplorata in letteratura, quella della continuità tra i diversi gradi del sistema scolastico. Se da un lato la letteratura sulla professionalità degli insegnanti risulta essere piuttosto ricca e variegata –...
Data
Full-text available
This literature study explores the role of early childhood education and care in addressing and promoting social inclusion. The report consists of: 1- a review of research findings on the effects of ECEC on children’s cognitive and non-cognitive outcomes 2 - an analysis of the contribution made by ECEC to the social inclusion of disadvantaged child...
Article
Full-text available
There is a broad consensus in international debates that the quality of early childhood education and care (ECEC) services is inextricably linked to the professionalisation of its workforce. In particular, the importance of providing ECEC practitioners with continuing professional development (CPD) opportunities has been increasingly recognised in...
Conference Paper
Full-text available
This background paper wishes to inform participants of the first meeting of the Transatlantic Forum on Inclusive Early Years to be held in Ghent in January 2013. It gives a concise summary of what we know regarding the issue of access to high quality education and care provisions for immigrant families and families living in poverty with children o...
Conference Paper
Full-text available
This paper provides an overview of existing studies on children’s cognitive and non-cognitive acquisitions through participation in ECEC services and their importance to social development, successful transitions to school and social inclusion. The paper analyses the findings of recent academic research carried out in EU member states and current i...
Chapter
The chapter explores the concept of continuità educativa (educational continuity) as a way to understand the relationship between different parts of the education system in Italy.
Article
Full-text available
Il manifesto pedagogico della cooperazione ferrarese è un documento di indirizzo politico e pedagogico, l'occasione per creare uno sfondo culturale condiviso che consente di ri-pensare i servizi educativi per l'infanzia alla luce dei nuovi bisogni emergenti dei bambini e delle loro famiglie. Il contributo si propone di illustrare gli esiti di un pe...
Chapter
Un tema molto dibattuto negli anni recenti è quello della professionalità delle educatrici di nido e delle insegnanti di scuola dell’infanzia. E ciò in virtù dei mutamenti avvenuti nei curricoli formativi di numerosi paesi europei ed extraeuropei, soprattutto nell’educazione superiore – universitaria e non – delle operatrici. Il volume presenta rif...
Chapter
Full-text available
Quali competenze per i professionisti della prima infanzia? Le prospettive europee per l'innovazione e la formazione delle competenze nel lavoro educativo con la prima infanzia Jan Peeters-Università di Gand (Belgio) – 1 Arianna Lazzari (Università di Bologna) 2 La riflessione che segue è frutto di una ricerca svolta dall'Univesità di Londra Est e...
Chapter
Full-text available
The close connection between the quality of provision for young children and professionaliation of the field has long been supported by international research. That the two are inseparable aspects of one picture is beginning to become accepted at European policy level, as evident in recent high level EU policy documents. This article explores the r...
Article
Full-text available
The close connection between the quality of provision for young children and professionaliation of the field has long been supported by international research. That the two are inseparable aspects of one picture is beginning to become accepted at European policy level, as evident in recent high level EU policy documents. This article explores the r...
Article
According to the findings of a recent European study on competence requirement for the early childhood education and care workforce, competent systems that succeed in achieving high levels of professionalism are embedded in coherent public policies that build on consultation with key stakeholders, particularly at local level. In order to flourish,...
Data
Full-text available
This literature study explores the role of early childhood education and care in addressing and promoting social inclusion. The report consists of: 1- a review of research findings on the effects of ECEC on children’s cognitive and non-cognitive outcomes 2 - an analysis of the contribution made by ECEC to the social inclusion of disadvantaged chil...
Article
Full-text available
This paper explores the issue of early childhood professionalism from a socio-cultural perspective. In particular the article is concerned with how pre-school teachers conceptualise their professionalism by making sense of the work they carry out on an everyday basis in early childhood institutions. In analysing teachers’ perceptions special attent...
Conference Paper
Full-text available
This country case study explores the structure, content and quality of CPD provision in the ECEC sector in Italy, with the aim of gaining a deeper understanding of the key features and processes that have been shaping approaches to professionalization in the early childhood system. The case study is theorized within an education and social policy...
Conference Paper
Full-text available
The paper aims to contribute to the debate on pre-school and primary education training through the analysis of a country case. The first part of the paper will explore how the relationships between these two parts of the education system has been constructed and evolved over time in the context of local socio-cultural conditions. The second part o...
Chapter
Weiterbildungsinitiative Frühpädagogische Fachkräfte. WiFF Studien, Band 17. München
Technical Report
Full-text available
This report presents the findings of a European research project jointly conducted by the University of East London (UEL) and the University of Ghent (UGent). The ‘study on competence requirements in early childhood education and care’ (CoRe) explored conceptualisations of ‘competence’ and professionalism in early childhood practice, and identified...

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Projects

Projects (6)
Project
The aim of TRACKs is to provide high quality learning opportunities for several target groups, namely (1) ECEC professionals currently working with children aged 2,5 to 6 years, (2) future ECEC professionals such as pre-school teachers and Kindergarten personnel still in teacher training. Our approach envisions dynamic knowledge and practice exchange between the two target groups in the three countries involved in the project, Poland, Belgium and Italy. Furthermore, the project will benefit from the cross-sectional and cross-country exchange between the ECEC professionals across three European states. This transnational approach fosters an improved quality of learning, assuming that the international contexts can feed into each other, exchange solutions and compare the 'best practice' responses to particular ECEC challenges. To achieve this goal, each key country-partner cooperates with one teacher training institution as a partner and – in a later phase - two ECEC institutions to cooperate within the realm of the project. In this TRACKs project, the ECEC professionals take centre stage, since they are the key actors impacting the wellbeing and development of children through ECEC practice. As a starting point, we will focus on the perceptions that the ECEC professionals / (future) teachers have on poverty, social exclusion, deprivation, diversity and transition. We will observe whether 'deficit thinking' is a recurrent phenomenon in interaction settings with children. Early childhood education and care can make a substantial contribution to cognitive, social and emotional development. A more dialogical approach is necessary. In the micro-processes of exclusion and detachment, interaction is extremely important. Based on newly gained insights we will use the innovative and active learning method of video coaching to reflect with ECEC staff on pre-school/class/Kindergarten interactions. Through this approach, we will stimulate educational change in these institutions. As earlier studies demonstrate, action-research-inspired initiatives and research initiatives addressed towards professionalization of ECEC staff that focus on daily interactions with children, have very positive effects on the development of these interactions and reflexive competences. Video coaching is a strong tool for achieving the goals since it offers good prospects when working with children. We distinguish three phases in our project: working with ECEC professionals (first phase), working with students in teacher training institutes (second phase), ECEC institutions and their trainers/educators in general (third phase). During the first phase we will work intensively with ECEC professionals in their own contexts and daily interactions with children, by means of the video coaching technique, in different sessions. During this phase we will develop an experimental toolbox to be used by the students in the second phase (guided by their lecturers). In this phase the development of the final toolbox will be started. In the last phase we will organize 'train the trainer' sessions, to promote and disseminate the final toolbox. Each country makes his own toolbox based on common starting points, objectives and pedagogical principles, which will be translated into English to get a wider audience in Europe (and outside). The final toolbox will contain all three country toolboxes and a version of each of them in English. It will contain all the necessary content concerning ECEC and poverty, diversity, a.s.o. It will contain experiences from the ECEC professionals, the students, the lecturers from the first two phases, manuals, guidelines, tips and tricks, … If possible, we will add video footage into the toolbox. This depends on the quality of the collected material and the informed consent obtained of the participants in the first phases. The aim of the toolbox is to help raise awareness regarding the (missed) learning opportunities. Further, it will constitute a point of departure for discussion, reflection and feedback on daily interactions with children. The toolbox can also be used in distance learning, blended learning or e-learning modules for teacher training. It is also worth noting that the project has a broader impact and outreach to the larger community of ECEC professionals and students in teacher training. The tangible results of the project focus on usability and practical assistance in the daily practice, especially in the sense of handling inequalities, non-take up and heterogeneity. The toolbox that will be available to ECEC community as the result of the project include.
Project
Starting from the assumption that CPD has a strong impact on both the quality of ECEC and the experiences of parents and children, especially those from families living in vulnerable situations, this special issue provides new insights on the kinds of approaches to CPD that improve practice. Researchers from different parts in Europe have put together their recent research results on the multi-levelled mechanisms that foster positive effects of ECEC through Continuous Professional Development. http://onlinelibrary.wiley.com/doi/10.1111/ejed.2018.53.issue-1/issuetoc?campaign=woletoc
Project
The main focus of my research is on professionalisation of the workforce: workforce preparation, in-service training, competences to work in a context of diversity and men as workers in ECEC.