Representations, languages and inclusive practices in nursery school under the sing of the bodily creativity of tearchers and pupils

The contribution intends to propose some theoretical-operational hints concerning the plurality and multidimensionality of the educational languages adopted, developed and strengthened in the nursery school that, due to its structural flexibility, represents a school grade where the inclusive perspective has the possibility of being authentically valorised. In this context, the didactic dimension of corporeity emerges, capable of involving and connecting teachers and children in cognitive pathways broken down from the logic of distance imposed by the pandemic and aimed at the generative foundation of renewed and dynamic educational processes. The didactic itineraries presented and described make positive use of the performativity of body language, which the figure of the teacher as actor-animator-director draws to build inclusive practices within the industrious educating community of the pre-school open to divergent, regenerative reflections and actions.