Intersoggettività e “prospettiva in seconda persona”: una nuova cornice sulle relazioni educative nei nidi d’infanzia

Elena Mignosi


The article reflects on kindergartens’ specificity, focusing on the intersubjective perspective. By this perspective, the developement and the construction of the Self can’t be separated from the perception of the “other” and it is a process working, since birth, through an “embodied relationship”. According to the infant research and the neurosciences studies, the article analyzes the quality of the relationships between adults and children and explores  how it can affect personality development, self-image, and learning processes. Finally, the professional skills necessary for educators in kindergartens are deepened, looking at the needs of the children during their first years.


Kindergartens; intersubjective perspective; embodied relationship; educators’ professional skills

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