Content uploaded by Claire Lajus
Author content
All content in this area was uploaded by Claire Lajus on Jun 26, 2020
Content may be subject to copyright.
A preview of the PDF is not available
Infanzia, famiglie, servizi educativi e scolastici nel Covid-19 RIFLESSIONI PEDAGOGICHE SUGLI EFFETTI DEL LOCKDOWN E DELLA PRIMA FASE DI RIAPERTURA GIUGNO 2020
Abstract
Il dossier realizzato dai componenti del Centro di Ricerche Educative su Infanzia e Famiglie (CREIF https://centri.unibo.it/creif/it) presenta una raccolta di approfondimenti tematici, dati di ricerca, proposte di taglio pedagogico inerenti l’infanzia, i servizi educativi e scolastici e le famiglie nel periodo del lockdown da Covid-19. Nella seconda parte, scendendo più nel terreno delle prassi, proponiamo alcuni concetti chiave che dovrebbero orientare la qualità delle proposte educative per progettare la prima fase di riapertura.
... For the youngest children, some Italian experts warned of the potential aggravation of educational, family-related, economic as well as health risks. They pointed to the possible harmful effects of a range of factors, including physical and social isolation, being suddenly deprived of relations with their peers and loved ones, overexposure to screens (Mantovani et al., 2020) and lack of educational experiences and spaces, with greater repercussions for disadvantaged children or those with individual or family difficulties (Save the Children, 2020; Gigli, 2020;Antonietti et al., 2020). On the other hand, they also highlighted the potential benefits to children of spending more time with their parents and of a slower pace of life (Mantovani et al., 2020;, despite the challenges for family organization (Manzo & Minello, 2020;Sabatinelli, 2020), as well as the potential for innovative educational methods in early childhood schools and services (Gigli, 2020), in line with some international research studies (Samuelsson et al., 2020;Barnett et al., 2020). ...
... They pointed to the possible harmful effects of a range of factors, including physical and social isolation, being suddenly deprived of relations with their peers and loved ones, overexposure to screens (Mantovani et al., 2020) and lack of educational experiences and spaces, with greater repercussions for disadvantaged children or those with individual or family difficulties (Save the Children, 2020; Gigli, 2020;Antonietti et al., 2020). On the other hand, they also highlighted the potential benefits to children of spending more time with their parents and of a slower pace of life (Mantovani et al., 2020;, despite the challenges for family organization (Manzo & Minello, 2020;Sabatinelli, 2020), as well as the potential for innovative educational methods in early childhood schools and services (Gigli, 2020), in line with some international research studies (Samuelsson et al., 2020;Barnett et al., 2020). ...
... Other critical areas for early childhood schools and services include the fact that they have the highest estimated number of children who could not be reached (SIRD, 2020). That said, communication with the families played a key role: when prompt, lean and continuous, it made families feel supported; when slow or absent, it compounded the sense of distance and abandonment (Gigli, 2020;. In many cases, the experience showed the mixed effects of technologies, 'de-demonizing' them for many teachers. ...
The nine chapters in this book explore how the Italian education system responded to distance learning during the first wave of the pandemic. The impact of the hard lockdown on both teaching and learning revealed the inherent weaknesses of a system in which digital technology had only recently been introduced and highlighted the relevant inequalities in their access and use. While students, teachers and families adapted (albeit with difficulty) to the new learning and teaching routines, the institutions faced the challenge of ensuring quality and equality.
By including various case studies and unedited sets of data collected in different areas of the country, the book offers up-to-date insights on the impact of the pandemic on the Italian school system and provides a broad introduction to the educational emergency from a sociological perspective. The volume ends with a post-commentary comparing the Italian case with the similar situation of school closure as it occurred in the United Kingdom.
... Bambini e adolescenti sono stati considerati al sicuro tra le mura domestiche, raggiunti dalla scuola con le varie forme di didattica a distanza e a livello nazionale le ricerche in ambito educativo e pedagogico hanno cercato di rendere visibile l'impatto della pandemia sull'infanzia (Gigli, 2020) in riferimento alla prima fase di isolamento e alla parziale ripresa a partire da settembre 2020. ...
... È emersa la necessità di assumere un senso collettivo di responsabilità e comportamenti di vita fortemente diversi da quelli usuali per l'interesse della comunità 2 . I dati raccolti nel corso dei primi mesi di isolamento presentano un quadro di effetti sulla salute personale come conseguenza del confinamento riconducibili a disturbi del sonno, instabilità emotiva, inquietudine, attacchi di ansia, comportamenti di aumentata irritabilità (Gigli, 2020). ...
... Children are also entitled to play, to collect concrete experiences, so bringing the physical dimension back to the center of the learning process was also a major priority. Therefore, it was required to immediately find new ways to perpetuate the missing care relationships and to resume school-family dialogue (Gigli, 2020). To avoid the risk of prolonged deprivation, education professionals questioned how to reconnect longdistance relationships. ...
The outbreak of novel coronavirus infection that originated in 2020 resulted in the immediate closure of all Italian school services for several months. Children who attend ECEC (Early Childhood Education and Care) services have particularly suffered from not being able to take advantage of consolidated distance learning models specifically designed for them. The main priority was to re-establish the bond between them and the teachers so that the educational path they embarked on did not disappear from their daily lives. To this end, LEADs (Distance Educational Links) have been established in Italy, a new relational modality involving children, teachers, and families, who could rely exclusively on communication through digital devices. The research presented here explored what happened during the first lockdown phase, corresponding to the start of LEADs, and during the resumption of the school in presence. The study aimed to detect and record reactions, experiences, and changes in children, families, and teachers, with attention to new pedagogical and social practices and a main focus on the unprecedented use of technology as the primary tool to maintain the bond. IT devices revealed new potential as relational and educational resources, making them indispensable during emergencies, not only for basic communication but also for recreating the setting in which bonding occurs and is built. Bonding was possible even at a distance because technology supported it. The unprecedented involvement of families as educational partners, the rethinking of teachers' roles, and close collaboration among colleagues emerged as equally significant results.
... Dagli esiti di un progetto di ricerca-azione svolta durante il lockdown nell'ambito del progetto internazionale RICE (Rete Internazionale delle Città dell'Educazione), volta a indagare la riorganizzazione delle vite familiari e professionali di genitori e personale educative e le prassi di coeducazione promosse nell'emergenza (Pileri, 2020), emerge dai genitori coinvolti in alcuni focus group l'idea che il forzato confinamento abbia valorizzato particolarmente il ruolo di nidi e scuole e abbia reso urgente il bisogno di sentirsi da essi coinvolti e supportati attraverso nuove forme di relazione, non lasciando indietro nessuno: Accanto alle preoccupazioni è possibile cogliere anche la volontà di tornare alla normalità, di stare in rete fra scuola-famiglie-comunità, di pensare a nuove forme di coinvolgimento e di alleanza anche fra istituzioni, di trovare il modo per non lasciare nessuno indietro, di cogliere questa occasione per migliorare criticità, valorizzare e diffondere aspetti di qualità mettendoli a sistema, come nel caso della nascita di nuove forme di solidarietà cittadina (Ivi, p. 86). ...
The relationship with families is a crucial topic in educational services for children aged 0-6 years. The participatory and inclusive approach that has traditionally characterized Italian early childhood education and care has come under serious pressure during the Covid-19 pandemic: the ongoing health, social, political, and economic emergency has radically modified timeframes, spaces, an modes of communicating and relating, both in early years/nursery school settings and more generally. This paper examines the relationship between early childhood education services and families, by reporting and analyzing data from an exploratory study on distance education in services for children aged 0-6 years, during the spring 2020 lockdown in Italy. Specifically, a questionnaire was used to collect the views of a sample of educators, teachers, and coordinators concerning the practices that had been implemented in support of the remote educational relationship (in Italian, “Legami Educativi A Distanza – LEAD” programme). Among the various themes investigated, the focus here is on problematizing the ways in which families’ participation changed during the distance education phase.
The author takes up the problem of education in Italy in the time of COVID-19. The objective of this article is to understand the impact of COVID-19 on the progress of school and the lives of children and adolescents. To pursue this cognitive objective, the author conducted an analysis of the relevant literature published between February 2020 and January 2021, mainly in Italian. The author has also formulated three research questions that will help investigate the above problem. The article is written with the help of the analytical method and takes into consideration the literature on the subject dedicated to children and adolescents. The analysis of the literature allowed the author to formulate final conclusions, which were developed in close correlation with the accepted research questions.
The paper analyses the main contents of short essays written by girls and boys of secondary school in Bologna who were asked to express in a few written lines the ongoing experience: the so-called lockdown that involved and conditioned everyone from March 2020 onwards. Particular attention is paid to the stories centred on family life during the period of confinement, on the questions, needs, worries, fears, emotions, critical points and resources that the pupils have set out in their writings. And on the educational responsibilities they call for.
Literature shows that family/school partnership leads to a better school experience (Marcon, 1999; Arnold et al., 2008, El Nokali, 2010, Powell et al., 2010). Building good relations is important especially during infancy. However, few studies examine the role of family-school partnership in early years. This study aims to investigate the quality of parent-teacher relation and its link with child’s behaviour and wellbeing. The research involved 193 families of children (12-42 months), attending 11 day-care centres, and 51 educators. Parents completed a questionnaire assessing their children’s temperament and psychological wellbeing, their own attitudes toward the day-care services, and the quality of parents/educators relationships. Educators filled in a questionnaire evaluating job satisfaction, children’s behaviour and quality of parent-educator relation. The frequency of parent-educator contacts, the parents’ perceived support, the educational value attributed to the day-care experience and the quality of the day-care entry are positively associated with the quality of parents-educators relationships. The parent-teacher involvement is positively associated with the child’s wellbeing, social orientation, emotionality and learning and with her day-care adjustment. The child’s behaviour improves along the school year, while no changes were found in the parents-educators partnership. Implications for future research and intervention in home-school relationship are discussed.
Il volume si interroga, in chiave storica, teorica e pratica, su alcuni caratteri distintivi delle comunità familiari della contemporaneità, che pongono nuove sfide alla riflessione pedagogica: il polimorfismo familiare, la natura sempre più problematica della pratica educativa genitoriale, l’esistenza di plurali approcci educativi parentali. Le questioni educative aperte da questi elementi richiedono un ripensamento del rapporto fra educazione, famiglie e genitorialità che, nel testo, si esprime nei termini di una pedagogia per le famiglie. Si tratta di una prospettiva di studio, ricerca e azione educativa che adotta il paradigma transazionale di matrice deweyana, leggendo le famiglie come comunità educative a base relazionale e la genitorialità come forma di apprendimento in età adulta e, quindi, come processo in costante trasformazione. In linea con le coordinate teorico-pratiche di una epistemologia riflessiva e trasformativa delle pratiche educative, si pensa tanto ai bisogni di formazione dei genitori quanto ai bisogni di formazione dei professionisti dell’educazione e della formazione impegnati in attività di educazione familiare e si focalizza l’attenzione sulla consulenza pedagogica e, in particolare, sulla consulenza educativa alla genitorialità quale pratica educativa professionale di secondo livello.
The work presents a research aimed at knowing the point of view of Italian parents on the potential role of ICT in communication school family. In particular, the 302 parents (sample at national level) answered a survey with questions on: ICT provided by schools; perception of the willingness of teachers to communicate with families; needs of parents to improve their relationship with teachers. The results show that most parents consider teachers very willing to communicate. It is confirmed that a positive school relationship is based on effective communication; however, the majority expresses the opinion that it cannot replace face-to-face interactions, even if parents consider ICT to be useful for obtaining information.
Il volume - collocandosi nella Pedagogia generale e sociale - tratta "La famiglia come sistema educativo" e ne restituisce un'"analisi e messa a punto del setting di educativa familiare a valenza pedagogica" (con particolare riferimento anche alle tipologie dell'Educativa Domiciliare e dello Spazio Neutro). A livello conoscitivo e progettuale la famiglia viene assunta come sistema educativo complesso che, da un lato, pone specifici bisogni delle età della vita e/o dell'educazione (segnati dai fattori di genere, di profilo psicofisico, di classe sociale e di gruppo etnico-antropologico) entro un lavoro di rete e, dall'altro, pone la necessità dell'Educazione degli Adulti sia nei termini del sostegno alla genitorialità che della formazione iniziale e in servizio delle figure a valenza pedagogica.
The European EMPAC (Engaging Migrant Parents and Children) was run with the participation of three towns: Ealing (UK), Bologna (Italy); Usti (Czech Republic). The article describes a part of the project run with a group of schools in the city of Bologna wich saw the implementation of educational practices used to increase the involvement of italian and migrant parents in the learining processes of their children. The articles outlines the theoretical and methodological framework adopted to conduct the research and describes the activities carried out in schools with children and parents, offering an analysis and intepretation of the data collected.
