Verso una difettologia culturale dell'infanzia: rileggere interpretare Vygotskij in direzione di una pedagogia trasformativa 0-6

This paper offers a critical re-reading of special education within the 0-6 aged group, based on the historical-cultural perspective developed by Lev S. Vygotsky, with particular attention to the concepts of defectology, compensatory development, and the zone of proximal development (ZOPED – Zone of Proximal Education Development). Starting from a reflection on the medical-diagnostic paradigm still dominant in early childhood education, this paper aims to analyze the normative interpretation of disability, highlighting the risks inherent in early labeling processes and the medicalization of differences. [...]