Quando pensiamo ad attività rivolte ai bambini siamo inevitabilmente portati a prendere in
considerazione il gioco. Il gioco è infatti una delle attività più spontanee per un bambino, ciò che
più gli ...è familiare. Tuttavia esso non è solo un passatempo o un modo come un altro per divertirsi.
Il giocare è soprattutto una delle sue principali forme di apprendimento. In sostanza possiamo dire
che il gioco diventa lo strumento privilegiato di cui dispone il bambino per esplorare il mondo.
Cosa accade allora quando ci proponiamo di fare filosofia con i bambini? Quale ruolo assume la
dimensione ludica? Possiamo fare filosofia giocando? Prendendo in analisi il caso specifico della
Philosophy for Children, Lipman non ha teorizzato e messo a tema il ruolo del gioco all’interno del
suo curricolo, ma lo si può evincere chiaramente da una lettura attenta e mirata dei materiali scritti
dal nostro autore. Lo stesso vale per la letteratura secondaria: sembra che l’elemento “gioco” sia
presente in maniera implicita, assumendone le dimensioni fondamentali, ma che non sia mai stato
tematizzato. Questo lavoro è proprio un tentativo di rendere esplicita la valenza dell’attività ludica
nella Philosophy for Children.
Explorations in Giftedness Sternberg, Robert J.; Jarvin, Linda; Grigorenko, Elena L.
Cambridge University Press,
09/2010
eBook, Book
This book is a scholarly overview of the modern concepts, definitions, and theories of intellectual giftedness, and of past and current developments in the field of gifted education. The authors ...consider, in some detail, the roles of intelligence, creativity, and wisdom in giftedness and the interaction between culture and giftedness, as well as how giftedness can be understood in terms of a construct of developing expertise. The authors also review and discuss a set of key studies that address the issues of identification and education of children with intellectual gifts. This volume may be used as a summary overview of the field for educators, psychologists, social workers, and other professionals who serve intellectually gifted children and their families.
The aim of this article is to present the diffusion of educational institutions for Italian young children and the way in which it is significantly linked to women’s associations and the initiatives ...of illuminated thinkers. The article reconstructs the history of the right to education for early childhood in Italy in the period between the Unification of Italy (1861) and the first decades of the twentieth century. It reveals how these initiatives emphasized the need to provide educational institutions for young girls and young boys, not only for the purposes of care or hygiene; but often with important educational principles such as attention to spaces, relationships with families, and others. The article also points out how the women’s association also fought hard for adequate professional training of teachers and teachers.
The article proposes a theoretical reflection about the evaluation field of Child and Family Social Work (CFSW) programmes and interventions. It focuses on the relationship between ways for producing ...knowledge through evaluation and whether and how such knowledge influence practice. In the past years, several reports have highlighted the gap between knowledge of effective treatments and practices delivered. The article aims to discuss the features of an evaluation process seeking to build a bridge between research and practice displaying the logical process by which evaluation knowledge should be rearranged in order to change practice. The value of the effort of evaluation in making generalisations and rules for helping people operate efficiently and effectively is considered. But from this view, misunderstandings about the use of the meaning of 'science' are identified. The author introduces a broader understanding of the 'knowledge' to be investigated by evaluation, no longer intended only as 'what works' (external evidence), but also as processes able to produce a change in people's decision-making (internal evidence) that happen within reflective and dialogical contexts (communicative evidence). These reflections are looking for a knowledge more appropriate to the CFSW field, able to improve and change practice and to ensure access to quality services.
Questo articolo presenta solo alcuni risultati emersi da una complessa attività diricerca sul campo effettuata tra il 2018 e il 2019. La ricerca è stata motivata dallapartecipazione al progetto ...internazionale denominato Trans-Urban EU-China,dedicato alla «transizione verso la sostenibilità urbana attraverso città socialmenteintegrative nell'Ue e in Cina». Nello specifico, lo studio empirico si èconcentrato su “Scarabò. Una città per educare”, festival dell'educazione che sisvolge ogni anno nel centro storico di Macerata, mettendo a disposizione deibambini e di tutta la cittadinanza più di 40 laboratori educativi e varie attivitàludiche. In questa occasione, vengono riportati i risultati delle interviste somministratea 111 bambini partecipanti all'iniziativa e ci si sofferma pedagogicamentesui temi della città educante, colta secondo la prospettiva dell'educazionepermanente, e degli spazi urbani come spazi di relazione significativa. “Insiemeè meglio” è l'espressione che riassume le risposte dei bambini, le quali invitanoa ripensare educativamente i luoghi della città. Testo dell'editoreThis article presents only some results that emerged from a complex fieldresearch activity carried out between 2018 and 2019. The research wasmotivated by the participation in the “Trans-Urban EU-China” internationalproject, dedicated to the «transition towards urban sustainability throughsocially integrative cities in the EU and in China». Specifically, the empiricalstudy focused on “Scarabò. A city to educate”, a festival of education that takesplace every year in the historic center of Macerata, making more than 40educational workshops and several recreational activities available to childrenand all citizens. On this occasion, the outcomes of the interviews given by 111children participating in the initiative are reported, and we pedagogically dwell on the subjects of the educating city, seen from the perspective of lifelongeducation, and of urban spaces conceived as spaces of significant relationship.“Together is better” is the expression that summarizes the children's responses,which urge to rethink the places of the city educationally.Publisher's text
What link exists beetween health and storytelling? The hypothesis that reading aloud could be an effective instrument in order to support the well-being of the hospitalized child, and that writing to ...stimulate the expression of their own inner world is the theoretical reference of the bibliotherapy, methology based on the notion that reading could be an effective instrument to promote the development and the well-being of the child and to favour him/her to get the maximum gain during the hospitalization experience. As for the writing, when they tell, children “tell about themselves” and they speak their wishes, feelings, emotions, fears, in a way that is figurative. Read their writings can become, in this sense, as well as a way to take-care-in, an useful key to the world of childhood and, ultimately, a way to improve the quality of care given to them.
Our paper is divided into three parts: the first, analyzing the results of a recent report of the Academy of Sciences of France concerning the interactions between children and touch-screens, ...clarifies the epistemological-evolutionary background within which we develop our research about the way children manage this kind of technology. The second part begins with an analysis of the digital revolution impact on the macro-economic scenarios in order to better understand the following review of the most recent international and Italian researches concerning the use of touch-technology by children (0-10) in informal contexts such as family and peers. This review aims to demonstrate how the age of children access to technology in general – and especially to smartphone and tablet based on touch-screen interfaces – has significantly lowered. The third is concerned with understanding how and why the new educational models culturally enhanced by digital technology can’t ignore the new informal touch-culture of children.
Children have served as soldiers throughout history. They fought in the American Revolution, the Civil War, and in both world wars. They served as uniformed soldiers, camouflaged insurgents, and even ...suicide bombers. Indeed, the first U.S. soldier to be killed by hostile fire in the Afghanistan war was shot in ambush by a fourteen-year-old boy.Does this mean that child soldiers are aggressors? Or are they victims? It is a difficult question with no obvious answer, yet in recent years the acceptable answer among humanitarian organizations and contemporary scholars has been resoundingly the latter. These children are most often seen as especially hideous examples of adult criminal exploitation.In this provocative book, David M. Rosen argues that this response vastly oversimplifies the child soldier problem. Drawing on three dramatic examples-from Sierra Leone, Palestine, and Eastern Europe during the Holocaust-Rosen vividly illustrates this controversial view. In each case, he shows that children are not always passive victims, but often make the rational decision that not fighting is worse than fighting.With a critical eye to international law, Armies of the Young urges readers to reconsider the situation of child combatants in light of circumstance and history before adopting uninformed child protectionist views. In the process, Rosen paints a memorable and unsettling picture of the role of children in international conflicts.
The analysis of Hannah Arendt's Socrate opens up the possibility of a fruitful rethinking of the sense and way of conceiving philosophy with children. A way that in this proposal is defined as ..."Utopian", since it intends to resume, with the Socratic lesson, just how much remains in it open, undetermined, capable of reviving with enchantment in the living of the orality of a philosophical dialogue- absolutely unprecedented and unpredictable - such as that with children. The space given to the unexpected, to listening, to free divergence, then becomes radical, comes to be a paradoxical foundation of a "methodology" that cannot be captured in structured schemes and paths, since it remains open to the "utopian" space of philosophizing. The comparison with Arendt is therefore interleaved, through references to other readings that are contemporary of the Socratic lesson, with the experience lived of the author, who has been leading for years philosophy workshops with primary school children. Of course, Socrates has never been and never wanted to act as a "master": his conducting the dialogue, although always being asymmetric, is aimed at bringing the interlocutor on his line of reasoning and never the opposite (obvious and almost paradoxical in Plato), has never had as end the teaching of some doctrine. How much, rather, to lead the interlocutor from the presumed certainty to radical uncertainty, from opinion to doubt, from affirmation to aporia. Thiswe must authentically experiment, before anything else, when we place ourselves inlistening to children's questions, when we try to dialogue with them, to "do philosophy", to "think together".
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