The theoretical perspective adopted follows a holistic, ecological and socio-constructivist approach: we are immersed in plural systems that mutually and retroactively influence each other. In this sense, education is a sociocultural practice in which multiple levels - micro, meso, and macro - intersect in a complex way. While certain themes such as attachment, development and autonomy are universal, educational practices vary or resemble each other, with different meanings attributed by the individuals involved.

This study investigates the perceptions and representations of Arabic-speaking mothers regarding their ideas on childhood, practices and educational services following their participation in a non-formal co-presence service for children aged 0–3. It examines whether and how participation in an educational experience with professionals confirms or modifies their views on development, attachment, and the relationship between families and educational services. It also explores the representations and educational practices of professionals. The broader question addressed is whether an experience of co-presence in a low-threshold, non-formal educational service can foster co-education among different educational practices, promote social inclusion and activate citizenship skills.

This exploratory research, initiated through field observations, is conducted at L’ABC del Quartiere, a multifunctional educational center and community service learning located in San Siro (Milan), a multicultural and socio-economically problematic neighborhood. L’ABC hosts approximately 100 people, both adults and children, offering a Children and Family Center for ages 0–8 (TF) and a Study and Literacy Support Center for children aged 9–13 (TSs). L’ABC aims to foster a multicultural identity by supporting children's educational needs and helping their families build meaningful connections with community, schools and services. This research is part of the MUSA1, Spoke 6-3.1.3, “Combating and Preventing School Dropout in Disadvantaged Urban Neighborhoods,” in line with researches and policy documents recognizing the importance and right to education from early childhood for well-being, development, social inclusion, the basis for reducing school dropout and acquiring key citizenship skills. The first phase of this research utilizes participant observations, semi-structured interviews with mothers, professionals and a cultural-linguistic mediator, as well as focus groups with mothers and professionals.

The presence of mothers in the TF space during the settling-in process, along with the support of a cultural-linguistic mediator, creates opportunities for dialogue and discussion among mothers, mediator, and professionals regarding educational practices. Preliminary results, analyzed through thematic analysis, highlighted: the importance of the cultural-linguistic mediator as a key figure for dialogue and exchange; mothers’ recognition of the value of the educational service (e.g., children's development potential, quality of the relationship, importance of adherence to rules); mothers’ recognition of the benefits of future participation in formal educational services (e.g., nursery school enrollment). Professionals were also able to critically reflect on their own practices, recognizing a "mirror function" in the voices and educational practices of mothers with a migrant background.

Keywords: Multiculturalism, accessibility, early childhood education, inclusiveness, social sustainability.