Arts and Culture in Early Childhood Education:
Play, Expression, Participation
Italy will host for its first time an International Conference of OMEP:
the World Organization for Early Childhood Education.
Arts and Culture in Early Childhood Education:
Play, Expression, Participation
Italy will host for its first time an International Conference of OMEP:
the World Organization for Early Childhood Education.
Step by step
Location
77th OMEP World Assembly and Conference
will be held in Bologna, Italy
Registration
Registrations will be open on November 1, 2024
Early-bird registration until April 15, 2025
Inclusions
Conference attendance Wednesday 16 to Friday 18 July 2025
Lunch and snack breaks on Thursday 17 and Friday 18 July 2025
Optional Extras
Visit to child care centers and preschool programs on July 16 and 19, 2025
International night Gala dinner on July 17, 2025
Call for papers
Abstract submission well be open on November 1, 2024
Deadline for submission on February 28, 2025
Pricing
Full cost details will be released on November 1, 2025
All pricing will be in dollars
Any other question? Write us!
Step by step
Location
77th OMEP World Assembly and Conference
will be held in Bologna, Italy
Registration
Registrations will be open on November 1, 2024
Early-bird registration until April 15, 2025
Inclusions
Conference attendance Wednesday 16 to Friday 18 July 2025
Lunch and snack breaks on Thursday 17 and Friday 18 July 2025
Optional Extras
Visit to child care centers and preschool programs on July 16 and 19, 2025
International night Gala dinner on July 17, 2025
Call for papers
Abstract submission well be open on November 1, 2024
Deadline for submission on February 28, 2025
Pricing
Full cost details will be released on November 1, 2025
All pricing will be in dollars
Concept note excerpt
In a context of growing inequality, armed conflict, disinformation, incitement to hatred, racism, xenophobia and other forms of discrimination, it is crucial to ensure cultural and arts education as a common good of humanity that must be accessible to all. It is essential to strengthen its role in promoting respect for diversity and intergenerational collaboration within policies, educational systems and societies at large, as well as to strengthen collective commitment and sustained public investment.
By experiencing the cultural and artistic life of their families, communities and societies, children in their early years discover and forge their own sense of identity and, by participating in the spiritual, material, intellectual and emotional expressions of their culture and traditional arts, contribute to the development of cultural heritage and the transformation of the society to which they belong.
Participation in the cultural life of the community is central to the construction of subjectivity and citizenship. Children not only inherit and experience the cultural and artistic life of their family, community, and society, but also discover and forge their own sense of identity and contribute to the development and sustainability of cultural life and the arts by reproducing, transforming, creating, and transmitting culture through play, song, dance, storytelling, figure animation, drawing, and other activities. Children’s playful activity, expression, participation and creativity generate a “culture of childhood” that needs to be promoted and protected in families, communities and children’s schools.
Cultural and arts education, therefore, must be holistic, transformative, and impactful, based on a humanistic vision grounded in human rights and a pedagogy of childhood that enables, expands, and sustains participatory spaces and learning communities, including through culture and the arts used as an educational tool.
Concept note excerpt
In a context of growing inequality, armed conflict, disinformation, incitement to hatred, racism, xenophobia and other forms of discrimination, it is crucial to ensure cultural and arts education as a common good of humanity that must be accessible to all. It is essential to strengthen its role in promoting respect for diversity and intergenerational collaboration within policies, educational systems and societies at large, as well as to strengthen collective commitment and sustained public investment.
By experiencing the cultural and artistic life of their families, communities and societies, children in their early years discover and forge their own sense of identity and, by participating in the spiritual, material, intellectual and emotional expressions of their culture and traditional arts, contribute to the development of cultural heritage and the transformation of the society to which they belong.
Participation in the cultural life of the community is central to the construction of subjectivity and citizenship. Children not only inherit and experience the cultural and artistic life of their family, community, and society, but also discover and forge their own sense of identity and contribute to the development and sustainability of cultural life and the arts by reproducing, transforming, creating, and transmitting culture through play, song, dance, storytelling, figure animation, drawing, and other activities. Children’s playful activity, expression, participation and creativity generate a “culture of childhood” that needs to be promoted and protected in families, communities and children’s schools.
Cultural and arts education, therefore, must be holistic, transformative, and impactful, based on a humanistic vision grounded in human rights and a pedagogy of childhood that enables, expands, and sustains participatory spaces and learning communities, including through culture and the arts used as an educational tool.
Emilia-Romagna
Considering that Italy is a country that is home to 58 UNESCO sites from north to south, several of these are located in the Emilia-Romagna Region.
Emilia-Romagna is a region born from the union of different territories that complement each other. From the waves of the Adriatic Sea to the peaks of the Apennines, passing through it one encounters a marvellous plurality of histories, traditions, and landscapes, declined in destinations all worth visiting.
Ferrara, Ravenna, Modena and Bologna, among them, are recognized world heritage cities of art recognized as witnesses of universal beauty.
Bologna
The city is known for its sprawling old town, towers and arcades, the color of which has made it nicknamed the “red one”. It is also famous for its food and culinary industry.
Bologna is officially the City of Arcades with the UNESCO World Heritage designation that arrived on July 28, 2021.
The inscription is a new recognition by UNESCO for the city of Bologna, which was declared a Creative City of Music in 2006.
Like all provinces in the region, Bologna has an important tradition of pedagogical innovation in early childhood education and care services.
Emilia-Romagna
Considering that Italy is a country that is home to 58 UNESCO sites from north to south, several of these are located in the Emilia-Romagna Region.
Emilia-Romagna is a region born from the union of different territories that complement each other. From the waves of the Adriatic Sea to the peaks of the Apennines, passing through it one encounters a marvellous plurality of histories, traditions, and landscapes, declined in destinations all worth visiting.
Ferrara, Ravenna, Modena and Bologna, among them, are recognized world heritage cities of art recognized as witnesses of universal beauty.
Bologna
The city is known for its sprawling old town, towers and arcades, the color of which has made it nicknamed the “red one”. It is also famous for its food and culinary industry.
Bologna is officially the City of Arcades with the UNESCO World Heritage designation that arrived on July 28, 2021.
The inscription is a new recognition by UNESCO for the city of Bologna, which was declared a Creative City of Music in 2006.
Like all provinces in the region, Bologna has an important tradition of pedagogical innovation in early childhood education and care services.