Abstract
In the global social context already worn by the consequences of the economic crisis, the pandemic brought unique life conditions for families, burdened with additional educational and care responsibilities in a dimension of isolation and solitude. Material and educational poverty increased, projecting further scenarios of marginalisation for vulnerable children and families. The criticalities imposed by historical contingencies, however, can be seen as an opportunity for rethinking the educational role of 0-6 services. In an ecological perspective, here we reflect on the role that these services – places structurally founded on an educational relationship practised authentically in the values of inclusion and multiple participation of their actors – can play in promoting a renewed culture of childhood, starting from the mobilisation of the educational potential of families from a generative viewpoint.
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