Experiences of newly recruited educators in Early Childhood Services: a phenomenological-hermeneutic study

The initial training programs for educators in Early Childhood Services need to be integrated within specific training characterised by recursive self-sustaining circularity, able to produce professional skills. The present work analyses the model and the perspective realised in the municipality of Foligno (Italy). Such a pattern is found in phenomenological-hermeneutic research, a time of tight integration of the perspectives that guide the childcare workers, maximizing moments of action, reflection, and appraisal. This tool has made it possible to investigate the Early Childhood Educators’ perception of their role, and the characteristics of the educational profession addressed to children up to three years old. Educators have been able to rethink their skills and practices.