La lettura condivisa per il potenziamento dei processi cognitivi in età prescolare

Autori

  • Costanza Ruffini PhD student, | University of Florence
  • Sofia Gentili Teacher | University of Florence
  • Silvia Drovandi Teacher | University of Florence
  • Silvia Niccolai Teacher | University of Florence
  • Giada Demetri Teacher | University of Florence
  • Lucia Donata Nepi Teachers’ tutor | University of Florence
  • Roberta Facondini Teachers’ tutor | University of Florence
  • Chiara Pecini Associate Professor | University of Florence

DOI:

https://doi.org/10.7347/EdL-01-2023-02

Parole chiave:

lettura condivisa, lettura dialogica, funzioni esecutive, prerequisiti di apprendimento, bambini in età prescolare

Abstract

La lettura è considerata una “palestra” per l’allenamento di processi cognitivi come la memoria, il linguaggio e le Funzioni Esecutive. Nella scuola dell’infanzia, quando le abilità di lettura non sono ancora state acquisite, una comune attività tra genitori e figli è la lettura condivisa. La lettura condivisa mira a incoraggiare i bambini a parlare mentre leggono libri attraverso strategie come il centrarsi sul bambino, elaborare le sue espressioni, fornire feedback e pause, e valutare le risposte del bambino. La lettura condivisa è da tempo considerata un modo per promuovere le abilità di alfabetizzazione emergente nei bambini in età prescolare. Una forma di lettura condivisa è la lettura dialogica, in cui il bambino gioca un ruolo attivo diventando co-narratore della storia. Il bambino e l’adulto si concentrano sullo stesso oggetto, la storia, che offre emozioni, desideri e riflessioni. Recentemente, è stato dimostrato che la lettura dialogica è efficace nel promuovere processi cognitivi di livello superiore, come le cosiddette Funzioni Esecutive (Howard et al., 2017; Ruffini et al., 2021). Tenendo conto dei risultati dello studio pilota italiano condotto con il libro illustrato “Quincey Quokka’s Ques” (Ruffini et al., 2021) e modellato su di esso, sono stati sviluppati quattro libri per migliorare le componenti esecutive di base e i prerequisiti per l’apprendimento della matematica (“Umberto il gufetto, dei numeri il maghetto”), della lettura (“La giraffa Mimì e la sciarpa dell’ABC”), della scrittura (“Il tucano Gilberto, uno scrittore un po’ incerto”) e delle competenze socio-emotive (“Lupo Selvaggio, il burlone del villaggio”).

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Pubblicato

30-06-2023

Come citare

Ruffini, C., Gentili, S., Drovandi, S., Niccolai, S., Demetri, G., Nepi, L. D., Facondini, R., & Pecini, C. (2023). La lettura condivisa per il potenziamento dei processi cognitivi in etaÌ€ prescolare. Effetti Di Lettura / Effects of Reading, 2(1), 023–031. https://doi.org/10.7347/EdL-01-2023-02

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