How to improve the culture of participation? Educators, families, and children assess the quality of a childcare in Padova (Italy)

The aim is to co-construct a tool by which adults, from children's curiosity, rethink educational actions considering children's interests. The research involves educators, families, children of a childcare in Padova. Regarding the Proposal for Key Principles of a Quality Framework for Early Childhood Education and Care (EU, 2014), monitoring and evaluation are reflective processes that improve the quality of childcare by involving actors. Considering the empowerment evaluation (Fetterman, 2000), it is crucial to collaborate with educators to bring theory closer to educational practice. The theoretical framework refers to quality in a transformative sense and to participatory evaluation that clarifies the meanings of quality childcare (Bondioli & Savio, 2010). Participatory culture in education contributes to recognize children as competent (Groundwater-Smith, Dockett & Bottrell, 2015). The research refers to the "constructivist approach" (Guba & Lincoln, 1989). The methodology is participatory research as it aims to improve educational practices. Data collection instruments are questionnaire, participatory observation, semi-structured interviews, focus group (Cohen, Manion & Morrison, 2018). About ethical considerations, research intents are made explicit, consent is sought, anonymity is ensured. Data collected is shared with participants. To start the research, a questionnaire on educational quality was shared with approximately 1000 families living in Padova. Data collected highlights parents' perceptions regarding the quality of childcare. The considerations detected constitute elements for reflection for the ongoing focus groups. This research improves educational practices by sharing the idea of quality and stimulates educators to work from the participation perspective. This research is part of a NextGenerationEU Doctoral Grant.