Il ruolo del pedagogista nell'inclusione nei servizi 0-6 anni

This paper aims to highlight the fundamental role of the pedagogist in 0–6 educational services as a key figure for promoting effective and long-lasting inclusion processes. Starting from the theoretical and normative framework outlined by the Iori Law (No. 2443/2018), the article analyses the evolution of the professional profile of the pedagogist and their function of coordination, counselling, and support within nurseries and preschools. Through the narrative interview method, conducted with 22 educators and teachers from Northern Italy, the research investigates how educational practitioners perceive and experience the presence of the pedagogist in school contexts. The results show unanimous agreement on the importance of this professional in supporting educational teams, mediating between school, family, and the local community, and fostering the creation of welcoming, cooperative, and diversity-sensitive environments. The pedagogist emerges as a facilitator of inclusive processes, a promoter of shared pedagogical reflection, and an external observer capable of providing objective insights and operational strategies. Their role also extends to the continuous professional development of staff, the drafting of Individualized Educational Plans (IEP), and the support of families through guidance and listening paths. In conclusion, the paper underlines that the structural and stable presence of the pedagogist in 0-6 services represents an essential condition for educational quality and inclusion, in response to the complexities and transformations of contemporary society.