Apprendere ad apprendere nella scuola dell’infanzia: Principi per un quadro teorico sull’empowerment dei docenti
DOI:
https://doi.org/10.7346/-fei-XXI-01-23_23Parole chiave:
Apprendere ad Apprendere, Apprendimento auto-regolato, Scuola dell’infanzia, Formazione docenti, Quadro teoricoAbstract
La scuola dell’infanzia europea sta ricevendo crescente attenzione. Le Raccomandazioni del Consiglio (2018; 2019) sottolineano la necessità che questo settore sia l’avanguardia per pratiche educative centrate sulle competenze chiave. Fra queste, l’Apprendere ad Apprendere (AaA), cruciale per lo sviluppo dei bambini. La scuola dell’infanzia italiana è di qualità e inclusiva. L’esercizio di auto-valutazione 2019-2020 ha tuttavia evidenziato alcune criticità. Solo il 28,7% dei dirigenti/coordinatori afferma che i bambini nella loro scuola hanno un’autostima positiva. I docenti, inoltre, sembrano inconsapevoli dell’importanza dell’AaA nell’infanzia e hanno concezioni inesatte sulla sua acquisizione. Questo contributo propone una traiettoria di formazione dei docenti di infanzia, in una prospettiva socioculturale basata su evidenze, volta all’empowerment. Il cuore della proposta è slatentizzare le concezioni dei docenti sull’AaA, generalmente inconsce. Attraverso la riflessione sulle proprie competenze apprenditive, i docenti predispongono un ambiente di apprendimento dei bambini favorevole all’acquisizione di competenze di auto- e co-regolazione.
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