VALUTAZIONE DI UN PROGRAMMA DI ACCOMPAGNAMENTO ALLA GENITORIALITÀ RIVOLTO A FAMIGLIE VULNERABILI CON BAMBINE E BAMBINI NEI PRIMI MILLE GIORNI DI VITA. SPERIMENTAZIONE DI UNO STRUMENTO PER LA VALUTAZIONE PARTECIPATIVA DEI BISOGNI DI SVILUPPO DELLA BAMBINA E DEL BAMBINO E LA CO-PROGETTAZIONE DI PIANI DI CURA INDIVIDUALI NEL PROGRAMMA P.I.P.P.I.

In recent years, the growing recognition of the crucial role of the first thousand days in child development has supported the expansion of policies and programs aimed at promoting parenting in early childhood. Within this context, the present study seeks to evaluate the effectiveness and impact of the tool Mappe per Esplorare lo 0-3 (Maps to Explore the 0-3), introduced within the P.I.P.P.I. Programme, with the aim of exploring not only whether the intervention works, but also how, for whom, and under what conditions. The research adopts a pluralistic evaluation approach, integrating post-positivist, constructivist, and pragmatic paradigms, and is based on a mixed methods design with a convergent structure. The investigation combined a quantitative component—including a quasi-experimental impact evaluation and a questionnaire addressed to practitioners—with a qualitative component, consisting of focus groups and interviews with parents. The analysis focused on three main dimensions: the implementation process of the tool, its perceived effectiveness, and its impact on children and families. Findings show that Mappe per Esplorare lo 0-3 meets a widespread need for specific and practical tools for the 0–3 age group within services. The tool proved to be effective in strengthening the ability of professionals and families in recognizing and responding consciously to the developmental needs of young children from a holistic and integrated perspective. It also contributed to reinforcing family protective factors, reducing risks in vulnerable contexts, improving the quality of relationships between families and services, promoting pathways of greater parental autonomy and reflectivity. The effectiveness of this tool appears to be linked to its ability to foster critical reflection, starting from two key elements: a shared experience and a reflective dialogue among participants. However, the use of the tool appears limited, particularly in the direct work with families. One of the main critical issues identified is the linguistic complexity of the tool, which may limit accessibility in culturally and linguistically diverse contexts. Moreover, the study highlights that the effectiveness of the tool largely depends on how it is introduced and used within the relational dynamic with parents. Its success relies on a dialogic and participatory use that acknowledges and values parents’ experiential knowledge, while avoiding prescriptive approaches. The research confirms the transformative potential of the tool when integrated into relational practices grounded in reflexivity and contributes to the broader debate on parenting support in contexts of vulnerability. On a theoretical level, it highlights the integration of experiential and professional knowledge; on a methodological level, it proposes a mixed-methods evaluation model capable of capturing the complexity of interventions targeting families with young children; and on a practical level, it offers concrete recommendations for a wider dissemination and a more effective use of the tool. In conclusion, the study demonstrates that a well-conceived evaluative tool, when used in a participatory and reflective way, can act as a lever for strengthening the professional competencies of practitioners and actively supporting parents in their educational roles, promoting a more aware and responsive parenting practices and enhancing the quality of early childhood services.