Download This dissertation explores the topic of educational prevention and early identification of Specific Learning Disabilities (SLD), with particular reference to the 3-6 age group and the central role played by preschool. SLD, of neurobiological origin, significantly impact a child's academic progress, hindering the acquisition of basic reading, writing, and arithmetic skills. Although formal diagnosis is only possible starting in primary school, the scientific literature and the current regulatory framework, particularly Law 170/2010, emphasize the importance of early and systematic monitoring for risk indicators.
The paper first analyzes the definition and main types of learning disabilities, then focuses on the early indicators observable in preschool and the observation and assessment tools applicable in the 0-6 age group. It also explores the role of preschool as a privileged educational context for prevention, through targeted teaching strategies, playful and expressive activities, and intentional and documented observation of emerging skills. Particular attention is paid to Bronfenbrenner's ecological model, which allows educational action to be placed within a network of relationships between school, family, and social and health services.
The thesis highlights how the prevention of learning disabilities (LDs) is not a one-off intervention, but a systemic process based on interprofessional collaboration and shared educational responsibility. From this perspective, preschool plays a key role in promoting inclusion, well-being, and educational continuity, significantly contributing to the creation of peaceful learning paths that respect each child's individual potential.