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Copyright of Critical Hermeneutics: Biannual Journal of Philosophy is the property of Universita degli Studi di Cagliari and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Rivista Italiana di Educazione Familiare is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of DIS - Dislessia, Discalculia & Disturbi di Attenzione is the property of Edizioni Centro Studi Erickson SpA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Il Kalevala, poema epico finlandese per eccellenza, ospita un repertorio singolare di episodi riferiti a una concezione ‘mitologica’ dell’infanzia. Ciò lo rende un proficuo ambito di applicazione per uno studio dell’educazione informale in connessione al patrimonio culturale. Dopo aver stabilito come quest’ultimo costituisca la chiave di volta per lo studio dei processi informali di apprendimento, il presente contributo adotta la prospettiva dell’Umanesimo Metropolita per l’Educazione [Greater Humanities for Education] allo scopo di condurre un’analisi tematica delle istanze del Kalevala riguardanti l’infanzia che tenga conto delle dimensioni empirica, storica, ermeneutica ed etico-morale del fenomeno letterario in questione. Lo studio di caso che ne deriva mostra un concetto poliedrico di infanzia, che alterna concezioni deficitarie a forme di eccezionalismo. Dalle articolazioni di tale concetto emerge una teoria folk della formazione che in questo contributo è ribattezzata fatalismo formativo. A conclusione dell’elaborato, si ricavano induttivamente i tre pilastri del fatalismo formativo del Kalevala: (i) il determinismo intergenerazionale (storia); (ii) il quasi-determinismo della tradizione; (iii) l’idiosincrasia formativa dei percorsi esistenziali individuali. Vista l’ampia patrimonializzazione del Kalevala e il suo ruolo nella formazione dell’identità collettiva finlandese, si conclude riflettendo su come tale fatalismo possa coniugarsi con gli aspetti più progressisti della società finlandese contemporanea.

A partire dallo scritto poetico Infanzia nel diorama, il presente lavoro indaga il nesso tra fascinazione dello spettacolo, che presenta gli animali nel loro habitat ricostruito, e scrittura quale perno attivo intorno al quale ruota la poetica dell'infanzia di Grünbein rispetto al disincanto del mondo adulto. Alla luce dell'immedesimazione con l’animale del fanciullo non ancora alfabetizzato, si evidenziano paralleli tra il bambino e l’adulto disincantato – uno dei nonni aveva lavorato per anni al mattatoio di Dresda. La scoperta della scrittura, dovuta in parte al nonno paterno, porta il bambino a riscattare una idea del vero già espressa da Baudelaire: una rappresentazione dei vissuti interni del soggetto atta a riparare tutto quel dolore animale causato dall’uomo scrivendone e rivolgendosi al bambino nel lettore capace di compassione e identificazione verso quelle creature che non hanno e non ebbero voce.

Helen Keller, a child who was deaf and blind from the second year of life, describes, in her autobiography, her childhood and the character of her closest family members. Anne Sullivan, the teacher who will be able to connect her with the world, is an essential example for anyone who wants to measure themselves with the relational dynamics of a painfully dysfunctional family. [ABSTRACT FROM AUTHOR]

Copyright of Enthymema is the property of Enthymema, International Journal of Literary Criticism, Literary Theory & Philosophy of Literature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of IUL Research is the property of IUL - Universita Telematica degli Studi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

More than 3 years after the beginning of the COVID-19 pandemic, it seems appropriate to reflect on an event that has not only deeply affected the lives of individuals, but which has also led to radical changes on a global level in the economic, social, productive, as well as obviously sanitary spheres. Due to the emergency, measures have been taken that concerned billions of individuals based on hasty decisions, in the absence of adequate evidence, neglecting the scientific, ethical and moral foundations that should guide every choice, especially in terms of public health. Young people and children, despite being the least affected by the Sars Cov 2, were the main victims; The measures adopted (forced isolation, restrictions on sports, recreational activities, closing of schools, prolonged use of masks, massive anti-COVID-19 vaccination), have entailed important consequences both on the psychic and physical level of the youngest. The purpose of this article is to offer ideas of reflection in order not to repeat the mistakes made and overcome the deep fractures ingenious in every social layer and within the same medical class. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Che cosa accomuna le poetiche di autori diversi tra loro come Cesare Pavese, Elio Vittorini e Carlo Emilio Gadda? Il presente contributo intende indagare da una prospettiva inedita il problema dell'originario nella letteratura italiana contemporanea, a cavallo tra la fine degli anni Trenta e i primi anni Quaranta del secolo passato (1936–1945). Seguendo la lezione inaugurata da Edward Said con Beginnings, l'autore riflette sulla vitalità del tema dell'origine, qui nella fattispecie dell'infanzia riletta alla luce del mito eziologico del Paradiso perduto, entro la cultura italiana tra le due guerre, in cui si intrecciano le suggestioni della Scienza nuova di Vico in combinato disposto con le teorie di Giacomo Leopardi e Henri Bergson. È, difatti, alla luce della funzione della memoria (individuale e collettiva) che questi autori ripensano il fascismo, alla ricerca di spunti capaci di redimere la violenza del presente. [ABSTRACT FROM AUTHOR]

Copyright of E-Review is the property of Viella Editrice srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-Review is the property of Viella Editrice srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To foreground this study of early childhood play under Italian Fascism, this article opens by exploring the relationship between Fascism and youth culture in the broad terms of dictatorial governance and gendered approaches to the citizenry. Fascist demographic policy and projects centres this inquiry. First, legislation shows how low birthrates provided as a primary catalyst for the regime's obsession with the rites of childhood. Then, architectural plans of nurseries and summer camps to demonstrate how Fascist youth policy took physical form. At the heart of the narrative lie three interlinked case studies of interwar toys. Moving the Balilla baby dolls to miniature muskets and pistols, I show how these toys prompted forms of play that were specific to life under the dictatorship. At stake in these playthings lies the Fascist pedagogy of play. [ABSTRACT FROM AUTHOR]

Copyright of DIS - Dislessia, Discalculia & Disturbi di Attenzione is the property of Edizioni Centro Studi Erickson SpA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of DIS - Dislessia, Discalculia & Disturbi di Attenzione is the property of Edizioni Centro Studi Erickson SpA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A partire dall’analisi di due componimenti poetici di Czesław Miłosz, ossia Ninnananna (1933/1934) e Mondo. Poema ingenuo (1943), il saggio ha come obiettivo quello di indagare il processo di riscoperta da parte dell’autore della funzione mitopoietica della poesia nel periodo della Seconda Guerra Mondiale. Accomunati dalla prospettiva infantile e da un immaginario segnato in maniera più o meno esplicita dalla catastrofe della guerra, i due componimenti sono costruiti per antitesi attraverso un immaginario e una assiologia che attestano una trasformazione radicale nella concezione e nella ricerca poetica.

L’articolo riflette su come in Italia sia stata affrontata la crisi sanitaria causata dal Covid-19 a livello dei servizi educativi per l’infanzia. Dopo aver ricostruito il quadro politico e normativo nazionale, l’attenzione si concentra sulla realtà toscana. L’obiettivo è quello di illustrare da un lato alcune esperienze nella Regione Toscana durante il lockdown per garantire una continuità nella relazione educativa a distanza e dall’altro mostrare come i servizi educativi toscani hanno reagito alla ripresa dell’anno educativo 2020-21. Il primo aspetto è ricostruito attraverso una ricognizione di materiali collocati in rete, mentre il secondo aspetto è documentato attraverso i risultati di un’indagine condotta da chi scrive e che ha coinvolto i servizi educativi della Cooperativa Arca. Se ne ricava un quadro dinamico che mette in luce gli sforzi del personale educativo sia nella gestione delle routine sia nella ricerca di modalità inedite di relazione con le famiglie.

Physical and emotional closeness is a basic need for human beings from birth, and in all aspects it is one of the primary factors that favor development. From a socio-ecological and psychological point of view, the onset of the Covid-19 pandemic has profoundly changed minors’ lives, drastically reducing opportunities for integrally living their social and relational dimensions. This essay analyses these changes, bringing to light the effects of this denied closeness on children’s and adolescents’ mental well-being. It also attempts to provide a reading of the contemporary social and cultural setting in relation to the desire for and fear of human touch. Finally, it outlines a few possible trajectories for accompanying the youngest towards a gradual rediscovery of closeness and the enormous developmental value it carries. [ABSTRACT FROM AUTHOR]

Copyright of Italica Wratislaviensia is the property of Wydawnictwo Adam Marszalek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Rivista Italiana di Educazione Familiare is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Il contributo intende ripercorrere l’evoluzione dei servizi dedicati all’infanzia, attraverso un’analisi del percorso legislativo che, partendo dalla legge n. 1044/71, “Piano quinquennale per l’istituzione di asili nido comunali con il concorso dello Stato”, arriva fino al decreto legge 13 aprile 2017, n. 65, che istituisce il sistema integrato di educazione e di istruzione dalla nascita sino ai sei anni.

Le Linee Pedagogiche per il sistema integrato “zerosei”, nell’innescare un doveroso processo di attenzione all’infanzia, delineano un orizzonte educativo per la presa in carico pedagogica del bambino da 0 a 6 anni, così come declinato nel D.lgs. 65/2017, attraverso la costruzione di un vero e proprio sistema integrato, valorizzando e sostenendo servizi educativi e scuole dell’infanzia per tutti, in grado di soddisfare i nuovi bisogni, di essere luoghi di benessere, di promozione di uguaglianza educativa, di integrazione socio-culturale. Si suddividono in sei sezioni di cui la prima e la sesta si caratterizzano per un taglio più istituzionale mentre il cuore del documento è sicuramente di natura pedagogica. In questo contributo vengono analizzate le sei sezioni succitate, nelle loro implicazioni soprattutto di carattere pedagogico.

Recensione a Il catalogo perduto. La produzione per l’infanzia della casa editrice cattolica SEI di Torino, di Francesca Davida Pizzigoni, FrancoAngeli, 2021

Il Museo del Giocattolo e del Bambino di Cormano è il primo nel suo genere in Italia. Con l’obiettivo di salvaguardare e tramandare la memoria storica dell’infanzia, raccoglie giocattoli, memorie e testimonianze di un percorso storico che parte dal 1700 e arriva agli anni Ottanta del Novecento. L’idea che lo sorregge è quella di un museo inteso come esposizione degli oggetti, ma anche come luogo di incontro, scontro, ritorno e partecipazione, come stimolo educativo del bambino. The Toy and Child Museum in Cormano is the first of its kind in Italy. Aiming at salvaging and transmitting historical memory of Childhood, the museum collects toys, documents and testimonies from 1700 to 1980s. The idea at its core is not only the exhibit of toys, but also the creation of a space of gathering, participation and education for children.

Meteoesce nel 1996: è una silloge poetica di Andrea Zanzotto, i cui caratteri sono quelli della frammentarietà, della provvisorietà, dell’ibridazione. L’obiettivo è dare forma, nello spazio dei versi, alla rappresentazione di un mondo devastato, che evoca gli oggetti e i luoghi dell’infanzia per capovolgerne la valenza, che annulla il tempo storico e cronologico, attraverso una lingua che è a sua volta scomposta, e violata nelle norme grammaticali e sintattiche. Meteois published in 1996: it is a book of poetry by Andrea Zanzotto, whose main characteristics are fragmentism, precariousness, hybridism. The aim is to give form, within the textual space of verses, to the representation of a devasted world, that evokes childhood’s objects and places in order to overturn its significance, and erases historical and chronological time, through a broken down language.

The so-called ‘classics’ of Children’s Literature – written during the massive process of urbanization in the Western world – almost never have a city as their background. On the contrary, they tend to radicalize the link between childhood and the natural landscape as the only condition for childhood to be such. The Romantic legacy associating the child to nature makes it impossible for us to see children comfortably inhabiting the city and has even brought – in the massively urbanized world of our times – some scholars to theorize the disappearance of childhood. If we want to imagine (and hopefully design) cities that can actually be dealt with by children, we have to become aware of the symbolic projections that, as a culture, we tend to associate to children, and we have to start to ‘naturalize’ their presence also in the urban, as some authors and illustrators of children’s books do.

As a matter of fact, little girls and boys have always been but not childhood! Childhood, as a social and cultural construct, exists if it is recognized in the physical and personal data, as in the specific needs, competences and potentials. It is necessary to supply children with environments, times, relationships, educational and daily proposals. For too long this recognition has failed, with the risk of assimilation and homogenisation between the adult world and the children’s, which is still ignored. The twentieth century, also called the century of childhood, sees a progressive attention to the world of childhood, as shown by a growing production of toys, furniture and materials specifically designed for little girls and boys. Even the MoMa of New York, in 2012, staged the exhibition “Century of the Child: Growing by Design, 1900-2000” dedicated to objects designed for infancy in the twentieth century: the path of the conquest of childhood is told through the design and creation of objects, clothes, toys, educational features, tools and materials. The promises made by the twentith century reached their peack in 1989, with the UN Declaration of the Rights of Child, but still most of proclamations often remain fine words. Adults must be responsible towards children and respect their rights in order to let them live a childhood free from the risks of “adultification”, love for spectacle and “showcase-fication”.

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Adolescence is a modern notion, unknown in Maghreb until a few decades ago. "Go out" is the main word for young people. They want to leave their familiar milieu and their parents' models. They expose themselves to risk behaviours as a way to integrate with other young people but the main risk that can occur them is to be indoctrinated by religious extremists. From a culture to another, from a country to another the adolescents can assume new identities, but is the mechanism of the identification that drives uncounsciously their ways, very often through the return of the repressed of their parents. During the coronavirus pandemic these problems were amplified by social distance and lockdown. In this globalized world the syntoms expressed from the adolescents reveal the social dysfunctionings of our times. [ABSTRACT FROM AUTHOR]

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Besprizornye is a word which describes the orphaned and abandoned children who wandered around the countryside and the cities of the Soviet Union between the two wars. Luciano Mecacci's book reconstructs their stories, taking as its starting point the testimonies of the children themselves. The story of the besprizornye also highlights and reflects the social and political contradictions of the Soviet Union which, in the years after the war, atttempted to eradicate a phenomenon which involved millions of children. However, their policies failed and they ended up trying to suppress the problem and to make it invisible. [ABSTRACT FROM AUTHOR]

Il presente contributo è incentrato sui “piani d'educazione” formulati dai Governi provvisori succedutisi durante i mutamenti istituzionali che interessarono il regno di Sardegna dal dicembre 1798 sino all'annessione del Piemonte alla Grand Nation. L’istruzione infatti, sulla scia degli ideali e delle concezioni giacobine – e in particolare partendo dalle riflessioni del penalista francese Michel Le Peletier De Saint-Fargeau –, era individuata, anche dai “giacobini piemontesi” come l’elemento essenziale e necessario per dar vita ad una società nuova.

Uno dei maggiori motivi di interesse dell’ambizioso e incompiuto ciclo degli Anni ciechi, in cui Quarantotti Gambini cercò di conciliare le memorie autobiografiche della propria infanzia e le risorse dell’invenzione letteraria, è il trattamento complesso, dinamico e spregiudicato che l’autore riservò al tema della scoperta dell’eros e al racconto del progressivo evolversi delle pulsioni di Paolo, il bambino protagonista delle vicende narrate. Scopo di questo saggio è dimostrare come la resa letteraria di tale ambito della Bildung non si esaurisce nella descrizione di contenuti manifesti della coscienza di Paolo e nella narrazione di eventi esplicitamente connessi a un discorso sull’erotismo infantile e sul confronto con il mondo della sessualità adulta, ma è orientata a una densa rappresentazione di istanze pulsionali profonde, ibride e ambivalenti, nella quale convergono i moti della sfera affettiva del bambino, i tratti psicologici fondamentali del suo carattere, gli apporti di ricordi sintomatici, fantasie, rielaborazioni immaginative e alcune tracce riconducibili al dominio dell’inconscio. One of the major matters of interest concerning the ambitious and unfinished cycle of Gli anni ciechi (The blind years), in which Quarantotti Gambini tried to reconcile the autobiographical memories of his childhood and the resources of literary invention, is the complex, dynamic and unprejudiced treatment that the author reserved for the theme of the discovery of erotic desire and the progressive evolution of the impulses of Paolo, the child protagonist. The purpose of this essay is to demonstrate how the literary rendering of this field of Bildung does not exhaust itself in the description of the manifest contents of Paolo’s conscious mind, nor in the narrative of events explicitly linked to a discourse on infantile eroticism and the confrontation with the world of adult sexuality, but is geared to a dense representation of deep, hybrid and ambivalent instinctive instances in which converge the motions of the child’s affective sphere, the fundamental psychological traits of his character, the provision of symptomatic memories, fantasies, imaginative re-elaborations and some traces pertaining to the domain of the unconscious.