Enlarged contexts of learning in pre-primary education for teachers’ professional development. Learning in informal contexts to promote learnfare perspective.

Today professional development in pre-primary education can be supported by integrated relationships emerging from enlarged contexts of learning. It allows to generate new teachers’ competences and support new pedagogical and educational strategy of learnfare. The teacher’s reflexive and transformative competence, emerging by social (parental and intergenerational) interacting and professional (community of practice) context, supports capabilities development and qualifies a new participatory idea of pre-primary education.