For an education "beyond the threshold" in early childhood: theoretical premises, perspectives and promises

Abstract

A current pedagogical debate on early childhood education must consider a reflection on the value represented by learning environments that can be defined as 'beyond the threshold' of educational services. Even if international studies show that urban public and outdoor spaces offer a richness of educational experiences, the educational value is often neglected or underestimated. This paper identifies some theoretical premises, perspectives and promises around this topic.