Il design di processo per spazi didattici inclusivi

The importance of spatial quality in the learning and knowledge processes for children aged 0-6 years is recognized and shared by the pedagogical research at international level. However, design is not always able to satisfy this quality. The paper aims to investigate the role that design can – and should – have within the childhood education spaces (0-6 years) in prefiguring and designing inclusive and innovative material and immaterial contexts in response to the needs and expectations of the child, the teacher and the parent. Moreover, the paper presents the experience of a real participatory design activity through specific tools of the Inclusive design, held in a small hill-town around Forlì: Roncofreddo.