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The book represents a tool for reflection and further exploration of the value of the atelier within educational services, infant-toddler centres and preschools, based on the assumption that it, together with the atelierista, constitutes an important resource for enriching and enhancing the educational and didactic provision offered to children. The title, Open Atelier, aims to emphasize the concept of "openness," understood as the construction of "possibles." Recognizing the value of the atelier and the atelierista within the pedagogical project means valuing the role of multiple languages and aesthetics in the processes of knowledge-building for adults and children, and in life more broadly, according to a secular conception of creativity that has nothing to do with extraordinary abilities but rather with qualities of thought that belong to everyone and that must be exercised daily. For this reason, we maintain that today more than ever the atelier plays, for both children and adults, a role of "rupture" with conformist thinking, with pre-existing and predetermined schemes, and of openness toward creativity and imagination. Our educational approach promotes the value of multiple languages and interdisciplinarity as indispensable conditions for supporting high-quality experiences for children. For this reason, one of the ambitious aims of this publication is also to offer reflections on creativity, to generate questions, and to outline possible atelier pathways. It is an invitation addressed to teachers, atelieriste/i, and pedagogists through a new modality: theoretical theses and examples of experiential contexts that can be explored further online.
