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La ricerca si è posta l’obiettivo di approfondire il tema dell’insegnamento e dell’apprendimento della punteggiatura e i suoi usi nella scuola primaria, sia da un punto di vista teorico, attraverso una disamina critica degli studi e delle ricerche su questo tema, sia attraverso un’indagine empirica. Non essendo un tema molto presente nella letteratura di riferimento, non essendo ancora stata elaborata una teoria complessiva che spieghi come viene acquisito l’uso dei segni interpuntivi e in quale modo si possa favorirne l’apprendimento (Demartini, Fornara, 2013), ci siamo posti alcuni interrogativi utili a mettere a tema la questione dell’insegnamento della punteggiatura in una prospettiva che la considera elemento centrale nell’impalcatura del pensiero e della comunicazione: quanto e come si presenta la punteggiatura nei testi di studenti e insegnanti? Che rapporto c’è tra questa presenza e le rappresentazioni che studenti e insegnanti hanno del sistema interpuntivo? Quali sono le difficoltà di un suo diretto insegnamento? Su cosa fondare un cambiamento della didattica affinché l’apprendimento della punteggiatura sia efficace e rispondente alla natura stessa di questo sistema di segni? All’interno del paradigma costruttivistico o naturalistico (Lincoln, Guba, 1985, 2013), la metodologia di ricerca che ha sostenuto la fase empirica si è configurata come un convergent mixed method (Creswell, Creswell, 2018), al fine di poter integrare le informazioni derivanti dalla raccolta di dati quantitativi e qualitativi in fase di interpretazione dei risultati. Punto di partenza è stata l’analisi di 1399 testi scritti da studenti dei primi due anni della scuola primaria in seno al progetto di ricerca longitudinale “Il concetto di parola nella prima alfabetizzazione: analisi interlinguistica (italiano, francese e spagnolo) sulle rappresentazioni scritte delle parole” (Ponton et al., 2021; Teruggi, Farina, 2021) e 126 testi autobiografici di docenti del primo ciclo d’istruzi, The research aimed to deepen the theme of teaching and learning punctuation and its uses in primary school, both from a theoretical point of view, through a critical examination of the studies and research on this topic, and through empirical research. This theme is not so developed in literature and the overall theory that explains how the use of interpunctive signs is acquired and how it can be favored learning is not still studied (Demartini, Fornara, 2013). We have posed some questions to understand the issue of teaching punctuation in a perspective that considers it a main element in the framework of thought and communication: how much and how does punctuation appear in the writings of students and teachers? What is the relationship between this presence and the representations that students and teachers have of the interpunctive system? What are the difficulties of his direct teaching? On what can a change in teaching be built so that the learning of punctuation is effective and responsive to the very nature of this system of signs? Within the constructivist or naturalistic paradigm (Lincoln, Guba, 1985, 2013), the research methodology that supported the empirical phase was configured as a convergent mixed method (Creswell, Creswell, 2018), in order to integrate the information deriving from the collection of quantitative and qualitative data during the interpretation of results. The starting point was the analysis of 1399 texts written by students of the first two years of primary school within the longitudinal research project "The concept of words in early literacy: interlingual analysis (Italian, French and Spanish) on the written representations of words "(Ponton et al., 2021; Teruggi, Farina, 2021) and 126 autobiographical texts by teachers of the first cycle of education. In total, 28 interviews were conducted with primary school students and 7 of their teachers. At the same time, questionnaires were prepared for different types of interviewees: primary

Diversi studi condotti tra insegnanti di scuola dell’infanzia e bambini in piccolo gruppo, hanno mostrato l’utilità della conversazione per incentivare lo sviluppo del linguaggio e una miglior crescita cognitiva. Questo studio si è occupato di investigare gli interventi a cui gli insegnanti di scuola dell’infanzia ricorrono per gestire momenti di conversazione con un piccolo gruppo di bambini, in un contesto scolastico multilingue. Inoltre si è considerata la relazione tra gli effetti degli interventi degli insegnanti e l’emergere di ragionamenti condivisi tra i bambini all’interno di sequenze. Da ultimo, questo studio ha esaminato la 7 partecipazione dei bambini bilingue all’interno delle sequenze di co-costruzione del discorso. Dieci insegnanti sono state videoregistrate mentre conversavano con bambini italiani e bilingue, con un’età compresa tra i 3 e i 5 anni. Tutte le conversazioni sono state trascritte ricorrendo ai criteri usati da Pontecorvo e Fasulo (1999). Con l’obiettivo di comprendere più a fondo alcune dinamiche, sono stati utilizzati altri strumenti per la raccolta dei dati: questionari, note di campo, interviste. Una prima analisi quantitativa è stata condotta sugli interventi delle insegnanti all’interno delle conversazioni, sull’emergere di sequenze di co-costruzione del ragionamento da parte dei bambini e sulla partecipazione dei bambini italiani e bilingue all’interno di queste sequenze. In seguito, a partire dai risultati dell’analisi quantitativa, è stata condotta un’analisi qualitativa sulle conversazioni. L’analisi quantitativa ha mostrato una relazione tra gli interventi degli insegnanti e l’emergere di sequenze di co-costruzione del discorso tra insegnante e bambini. Inoltre la partecipazione dei bambini bilingue all’interno di queste sequenze è risultata inferior a quella degli italiani. L’analisi qualitativa ha fatto emergere che gli insegnanti promuovono la partecipazione dei bambini mostrando un interesse autentico per le loro pa, Different studies suggested that conversations between preschool teachers and small groups of children improve language development and cognitive growth. The current study investigated the interventions of preschool teachers to manage conversations with a small group of children in a multilingual context. Moreover, it also investigated the relationship between teachers' interventions and children's co-construction of reasoning, within sequences. Finally, it focused on bilingual children participations during the co-constructional sequences. Ten teachers were video recorded while conducting conversations with Italian and bilingual children aged 3 to 5 years old. All conversations were transcribed using Pontecorvo Fasulo’s (1999) criteria. In order to understand better some dynamics, other collecting data instruments were used: questionnaire, field notes, and interviews. A first quantitative analysis was conducted on teacher’s interventions in conversations, children's co-construction of reasoning within sequences, and Italian and bilingual children's participation during these sequences. Afterwards, starting from quantitative results, a qualitative analysis on conversations was computed . The quantitative analysis indicated a relationship between teacher’s interventions and the emergence of children-teacher co-constructional sequences . Furthermore, bilingual children were found to participate within these sequences less frequently than Italian children. Qualitative analyses suggested that teachers promoted children’s participation by showing an authentic interest in their speech. This was related with a conscious choice of what and how to ask questions, and with teachers' responsiveness by doings things like mirror talk and revoicing. At last, it emerged the importance of supporting children's discourse by connecting their interventions and using their contributions to guide conversations.

The article describes the different ways italian early childhood education addresses literacy practices and the state of arts of research in literacy in Italy

Nel capitolo vengono analizzate le particolari relazioni tra insegnanti e alunni che connotano il contratto didattico, partendo dalle genesi del concetto all'interno della didattica della matematica agli sviluppi attuali del concetto.

Analisi dell'attività discorsiva in classe da prospettive socio-culturali, linguistiche, psicologiche nonché didattiche.

Introduzione al testo Didattica Generale. In queste pagine vengono presentati gli obiettivi e le finalità del libro, la struttura dello stesso, oltre al gruppo di lavoro che lo ha redatto.

Most studies on narrative competence have focused on monolingual subjects, and there are very few studies which address this issue in bilingual subjects dealing with two language systems. In the present case study we analyzed and compared the textual and narrative written skills of three deaf and three hearing adolescents attending eighth grade at a bilingual school (Italian and Italian Sign Language), characterized by a pragmatic approach to writing (based on production and the interpretation of texts in genuine and meaningful situations).Their competences were assessed through a well-known narrative task, the Frog Story (Mayer, 1969), and the following parameters were examined: complex syntax, narrative structure and evaluation devices. Results show that there were not significant differences in the texts written by the deaf students compared to the hearing students and that being immersed in a bilingual context did not interfere with the development of textual and narrative competence in either hearing or deaf students.

The article presents the results of a comparative research regarding the phenomenon of grapho-phonetic alternations among 4 and 5 years old children from two different linguistic backgrounds. During the study, 60 children (30 Argentineans and 30 Italian) were asked to write the same list of words, first by hand and secondly using a PC keyboard; finalizing with a comparison of the two productions. With this procedure it was possible to comprehend the different ways children solve problems related to writing the same syllabic segments, from the use of more stable forms, as the “total identity”, to more unstable forms, as the grapho-phonetic alternations. As already highlighted in previous research in the Spanish language, grapho-phonetic alternations are present in the three conceptualization levels in both languages of this study, furthermore in very similar frequency and percentages. This outcome provides further information about how children construct hypothesis with respect to the writing system, since it reflects the way in which they explore and introduce relevant phonemes in syllabic, syllabic-alphabetic and alphabetic spellings. The results also indicate that the presence and use of the PC keyboard does not affect significantly the greater variety and quantity of graphemes used in digital production compared to manual.

This paper describes the extent to which 21st Century Skills are provided for in both teacher training curriculum documents and educational practices (courses, workshops and teaching practice) in the context of the Degree Course in Primary Education offered by the University of Milan-Bicocca. Our observations are based on a diachronic analysis of the degree course from its introduction in 1999 up to the most recent education re- forms. We also assess the extent to which these skills feature in the National Curricular Guidelines for Primary Education. Although twenty-first century skills are not explicitly referred to in the third level curriculum documents, they are implicitly well represented in the key transversal themes running through the five-year degree programme; while they receive clear and specific mention in the ministerial guideline documents.

Il testo contiene i risultati di un ricerca che coinvolge nove atenei italiani sulla figura del supervisore di Tirocinio del corso di laurea in Scienze della Formazione Primaria e dei corsi abilitanti Silsis. Attraverso l'analisi delle routine dei supervisori sono stati individuate i nodi trasversali del loro ruolo, individuando i punti di convergenza e di divergenza tra i diversi percorsi studiati.

The increasing presence of immigrant children in Italian classrooms is one of the teacher’s major didactic challenges. Teacher’s awareness of the importance of a genuine cultural and linguistic integration and of the necessity to improve language competences in every child, confers a particular significance to experiences in plurilinguistic contexts. How can teachers manage language diversities as an educational and cognitive advantage for both Italian speaking pupils and not? Does the presence of immigrant children in the classroom context obstruct or favour language learning for the whole group? This study provides a positive reply concerning the plurilinguistic environment as an invaluable source for improving development potentialities between 3/6 years old and also searches didactic approaches that can allow teachers to enhance language learning. The data here presented has been collected during a teacher training-research on early literacy acquisition that took place in the city of Turin. Throughout the training process kindergarten teachers were asked to show a collection of foreign languages texts to the children. The analysis of the collected material points out that the ways and strategies by which children approach foreign languages texts are not different from those adopted when dealing with mother-tongue texts. In both cases their understanding is supported by the graphic context (illustrations) in order to predict the potential content of the text (by narrating/inventing stories and naming objects) and by the exploration of the quantitative (numbers of lines, segments and words) and qualitative properties (types of graphemes, correspondence between phoneme and grapheme) of the printings. In addition, children’s analysis of the different written systems not only seams to encourage their metalinguistic abilities on Italian written language, but also enables a better quality of social and cultural integration.

The study, which examines the practice of dictation in the first classes of primary schools, is divided into two parts. The first, which is purely historical, investigates the presence of dictation, as an educational practice, in ministerial programmes and scholastic journals from the Unification of Italy through to the present day. The second presents an empirical research carried out in the first classes of thirteen primary schools in order to describe, analyze and understand how and why teachers dictate. Data collected and analysed for psychogenetic research into the acquisition of written language, and research into dictation carried out by Emilia Ferreiro in Mexico in the 1980s, show how dictation is a practice that is perpetuated in schools without the teachers really being able to justify its use. Examination of the data gathered has made it possible to detect a number of limitations in the practice of dictation as observed. First of all, there is no apparent consistency between the purpose for which teachers use dictation and the methods of dictation analysed: the continual instructions that the teachers give their pupils during dictation are hard to reconcile with the aim of verifying their acquisition of the relationship between phonemes and graphemes. Secondly, the texts used for dictation are poor in terms of lexicon, syntax and morphology: this limitation is even more evident when the content used by the teachers is compared with what the children write spontaneously. Lastly, this practice, which the teachers consider as useful for “teaching how to write” – in other words, indispensable for conveying the relationship between phonemes and graphemes – proves to be of little effectiveness for children in difficulty who, at the start of the year, still have not grasped this relationship.

Un quadro di sintesi dell'evoluzione della didattica e delle pratiche lettoscrittura con il media digitale cui si accompagna la proposta di un modello quali-quantitativo di analisi della trasformazioni in corso nell'apprendimento formale di lettura e scrittura quando in ambiente digitalizzato esteso (one to one). Segue l'analisi di un caso di studio con una ricerca svolta in collaborazione con One Laptop Per Child - Plan Ceibal (Uruguay) come esplorazione dei fenomeni identificati.

La presenza di bambini immigrati nel contesto d'aula ostacola o avvantaggia l'apprendimento linguistico per l’intero gruppo? Lo studio presentato dall'autrice offre una risposta positiva: il confronto plurilinguistico è una ricchezza inestimabile per le potenzialità di sviluppo in età 3-6 anni. Il problema posto dall'autrice è invece nella ricerca di approcci didattici adeguati a far sì che gli insegnanti sappiano gestire le diversità linguistiche facendone un vantaggio educativo e cognitivo per tutti gli alunni, italofoni e non italofoni. Il contributo presenta i risultati di un'indagine nel corso della quale sono stati presentati testi scritti in altre lingue ai bambini di una sezione di scuola dell'infanzia italiana con presenza di bambini di altre culture. L'analisi del materiale raccolto ha messo in luce che le modalità e le strategie con cui i bambini si accostano ai testi scritti in altre lingue non differiscono da quelle utilizzate di fronte a testi scritti nella lingua materna: in entrambi i casi essi si appoggiano al contesto grafico (illustrazioni) per prevedere il potenziale contenuto del testo (narrando/inventando storie, nominando oggetti), tenendo conto delle proprietà quantitative (numero di linee, di segmenti o di parole) e qualitative (tipo di grafemi, corrispondenza tra fonema e grafema) del testo per confermare o confutare le loro ipotesi. Senza contare che, dal punto di vista educativo, la presenza di bambini immigranti all'interno delle scuole contribuisce a rendere più "tangibile" l'alterità, consentendo ai bambini immigranti di condividere e di "mostrare" la personale alterità, favorendo in questo modo la conferma identitaria e di conseguenza una migliore integrazione

The study looks at written texts of a deaf child educated in a bilingual educational context : Italian sign language as her primary language and written/spoken Italian as her second language. In this context, reading and writing are considered as social practices, ie presented throughout meaningful communication situations, with real purposes and audiences, and deaf pupils are integrated to mainstream classes with specific interventions in what concerns revision of their own spontaneous texts. The case study focuses on the competence in text writing throughout the use of punctuationmarks, from the first non-conventional whole texts at the beginning of primary school (6 years old) until the last texts at the end of school (11 years old). Considering that writing is not a matter of following a set of rules but of making meaning by choices, the article tries to analyze in a qualitative mode the logics and coherence of the child’s choices

This article deals with the theoretical and the didactic conditions that guarantee the quality and the efficiency, in terms of learning, of problem solving situations in early childhood education. It examines in particular the role of teachers as mediators between children previous knowledge and experiences, and the mathematical concepts, underlining the importance of the real and authentic problem solving situations.

The conceptualization and tradition of Italian pre-school and early childhood services sees play as a central feature for developing a learning context. The learning context is considered a sphere where social interaction between children is the basis for the costruction of knowledge. Within this document play is considered a privileged resource in the process of learning and socialization because it offers a context for problematical situations.

Documentazione critica e analisi del progetto di biblinguismo (lingua italiana-lingua italiana dei segni LIS), attivato dal 1994 nella Scuola dell'Infanzia e nella Scuola Elementare di Cossato Capoluogo (Biella).Il progetto si propone di integrare il più precocemente possibile i bambini sordi nella scuola "comune" formando gruppi di bambini sordi che acquisiscono la LIS come Lingua naturale insieme a bambini udenti che impiegano la LIS come seconda lingua.