Learning to learn in the Italian preschool. An exploration with teachers

Abstract

Learning to learn (or L2L) is one of the 8 key competences for lifelong learning (European Council, 2006; 2018), a transversal key competence that is intertwined with other key competences (Caena, 2019) and combines cognitive and non-cognitive elements (Stringher, 2016). The purpose of this paper is to attempt to shed light on this complex construct and, starting from the literature, to try to indicate some possible declinations of this concept for childhood. Hence, the first outcomes of an exploratory research will be presented, which among its different objectives had both to examine the L2L conceptions of 52 preschool teachers through 7 focus groups and to collect educational practices related to learning to learn, with attention also paid to the educational contexts considered favorable for the development of this competence.