ABSTRACT
This chapter aims to make some fundamental remarks about the relationship among participation, facilitation and mediation in institutional adult-children interaction. The chapter moves from the consideration that facilitation may be important in adult-children interaction in the educational system, because, in promoting children’s active participation, it changes the expectations related to the hierarchical teacher-student relationship. The chapter stresses the possibility of including facilitation in mediation and analyses the relationship between facilitation and mediation in educational settings.
