Abstract:

This article’s aim is to investigate about the ways in which all the skills are dealt with within the provincial directions of Ladin, German and Italian preschools in South Tyrol. The intent of the contribution is to provide more food for thought about a crucial aspect for the setting of the person’s development, even more important if you consider that this person will become an adult and that kindergartens usually work with a human being's age group that allows to promote or significantly impede the creation of cognitive, affective, emotional and psychological structures both in male children and in female.

Thanks to an historical excursus of the term “competences”, this article wants to bring to the reader’s attention some elements which can be useful to fully understand the complex evolution of the meanings that have been attributed to this term over the years and in different areas of use. A significant change for the world of education was the European Parliament and Council Recommendation of 18 December 2006 , " Key Competences for Lifelong Learning - A European Framework " , which introduces, among the objectives of the School of all European Community’s countries, the achievement of key competences at the end of compulsory education.

The subsequent analysis of the documents will help us to see all the different visions and aspects of a child's education, which are established in the legislative directions. In one of them is said “the human being comes into the world as a < competent newborn >“: hence the curricular methodological and organizational implications resulting therefrom.

It is in the end believed that what should unite all educational intent as a guiding light, is the intention to train people, who should be able to think , to reflect , to decide , to feel, to understand and to act in social contexts as good-balanced and active individuals in a state of well-being .

Keywords:

Competence/skill, kindergarten/nursery schools, legislative aspects.