An in-depth knowledge of children is achieved through an analytical observation, which make it possible to obtain useful and fundamental information for the construction and implementation of a functional and inclusive planning, addressed to the group or section, which takes into account, at the same time, the specificities of the individual. For this reason, POSI (Italian acronym for Progettazione e Osservazione dei Servizi per l’Infanzia, Design and Observation in Services for Children’s Services) is a tool aimed at educators and teachers of preschool services, dedicated to children aged 0-6 years, which aims to support the observation and understanding of typical and atypical development and the processes of learning and participation, with the ultimate aim of designing educational and didactic activities in a targeted and appropriate way. The experimentation was carried out in Italy and involved15 facilities dedicated to the 0–6-year age group, for an entire educational and school year. After a training phase on the use of the tool POSI, educators and teachers carried out an initial observation (T0) of the children's development and the context, which was used as a basis for planning appropriate educational interventions. Subsequently, a second observation (T1) was made in order to assess the evolution of the development and, if necessary, to recalibrate the intervention. Finally, a third observation (T2) made it possible to establish the effectiveness of the intervention, by assessing whether the difficulties initially identified persist or not. The results showed that this tool made it possible to detect early and latent signs of atypical development in 15% of the children, while a further 30% benefited from an appropriate redesign, which enabled a strengthening of skills and abilities that had been found to be inadequately developed in the first observation phase.
The POSI as an Analytical Observation Tool for Monitoring the Development of Children from 0 to 6 Years of Age. American Journal of Science Education Research
Stefania Morsanuto
;Francesco Peluso Cassese
2024-01-01
Abstract
An in-depth knowledge of children is achieved through an analytical observation, which make it possible to obtain useful and fundamental information for the construction and implementation of a functional and inclusive planning, addressed to the group or section, which takes into account, at the same time, the specificities of the individual. For this reason, POSI (Italian acronym for Progettazione e Osservazione dei Servizi per l’Infanzia, Design and Observation in Services for Children’s Services) is a tool aimed at educators and teachers of preschool services, dedicated to children aged 0-6 years, which aims to support the observation and understanding of typical and atypical development and the processes of learning and participation, with the ultimate aim of designing educational and didactic activities in a targeted and appropriate way. The experimentation was carried out in Italy and involved15 facilities dedicated to the 0–6-year age group, for an entire educational and school year. After a training phase on the use of the tool POSI, educators and teachers carried out an initial observation (T0) of the children's development and the context, which was used as a basis for planning appropriate educational interventions. Subsequently, a second observation (T1) was made in order to assess the evolution of the development and, if necessary, to recalibrate the intervention. Finally, a third observation (T2) made it possible to establish the effectiveness of the intervention, by assessing whether the difficulties initially identified persist or not. The results showed that this tool made it possible to detect early and latent signs of atypical development in 15% of the children, while a further 30% benefited from an appropriate redesign, which enabled a strengthening of skills and abilities that had been found to be inadequately developed in the first observation phase.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
