Lo storytelling come elaborazione cognitiva delle esperienze in bambini con DSA

Abstract

This article aims to explore a linguistic dimension’s aspect that significantly characterises human forms of communication: the ability to elaborate stories. Since narration represents the main cognitive tool involved in the data of experience storage operation, the proposal is to identify the intrinsic pedagogical potential that resides in it. Starting with an investigation of the cognitive properties underlying their interpretation on a narrative level, brain mechanisms underlying the act of writing are observed. A conceptual reformulation of the narrative experience as an educational strategy is suggested: this idea made it possible to develop a linguistic analysis of narrative processes in a group of children with specific learning disorders or other fragilities. Narrative constitutes a space for a recapitulation of experiences during the child’s stages of cognitive development. The elements of the storyworld are interwoven, resulting in an overall representation of the narrated events. The texts produced highlight the need to narrate an own autobiographical experience and the conviction that our link with storytelling is the only possibility of constructing contexts of meaning.