Vol. 13 No. 2 (2022): MEDIA EDUCATION - Studi, ricerche e buone pratiche
Articles

Una metodologia innovativa per le famiglie al nido: Il Digital Storytelling tra competenze riflessive e narrative

Martina Albanese
Università degli Studi di Palermo
Silvana Nicolosi
Università degli Studi di Palermo
Published November 8, 2022
Keywords
  • training,
  • digital storytelling,
  • storytelling,
  • parents,
  • nursery

Abstract

The Covid-19 pandemic has questioned communication and inter-relational methods. During the period in question, educators questioned how to dialogue with children and how to nurture the relationship at a distance. The social sharing of the educational task, the support and accompaniment to parents has proved to be fertile ground for promoting the global growth of the person. The nursery-family relationship and the storytelling activity - declined according to the type of Digital Storytelling - constitute the main axes of the research described below, conducted at a distance with 20 pairs of parents of 20 children attending a municipal nursery school in the city of Palermo. Through the research process, the aim was to enhance parents’ reflective competence, narrative competence and critical re-elaboration supported using ICT. The methodology implemented is that relating to the model of Alterio and McDrury (2003). To evaluate the acquisition of reflexive and narrative skills and critical re-elaboration, three focus group sessions and the evaluation sheet of the quality and validity of digital storytelling, created by parents with the support of the nursery educators, were used.

References

Albanese, M. (2022). Partnership for training. Genitori, docenti e dirigenti a confronto. Strumenti e modelli di valutazione. Lecce: PensaMultimedia.
Alterio, M., & McDrury, J. (2003). Learning through storytelling in higher education: Using reflection and experience to improve learning. London: Routledge.
Anichini, A., Di Bari, C., Dalbon, M., & Lunel, F. (2021). Digital storytelling per l’infanzia. IUL Research, 2(4), 280-293.
Antonietti, M., Guerra, M., & Luciano, E. (2020). Trasformare la relazione educativa nelle situazioni di emergenza: un’indagine nei servizi 0-6 al tempo del Covid-19. Pedagogia Oggi, 18(2), 63-75.
Bartels, S. M., & Eskow, K. G. (2010). Training School Professionals to Engage Families: A Pilot University/State Department of Education Partnership. School Community Journal, 20(2), 45-71.
Bertolini, C. Contini, A., (2018). Digital story telling for education. Theories and good practices in preschool. Roma: Aracne.
Boase, C. (2013). Digital Story Telling for reflection and engagement: a study of the uses and potential of digital storytelling. http://gjamissen.files.wordpress.com
Bondioli, A., & Savio, D. (2004). Ludus in fabula: per una pedagogia del narrare infantile. Azzano San Paolo: Edizioni Junior.
Bruner, J. (1992). Saper fare, saper dire, saper pensare. Le prime abilità del bambino. Roma: Armando Editore.
Bruner, J. S. (2002). La cultura dell'educazione. Nuovi orizzonti per la scuola. Milano: Feltrinelli editore.
Capo, M. (2021). Pronti partenza e via! Il nido si racconta: Il laboratorio di sviluppo professionale degli educatori dei nidi PAC del Comune di Napoli. Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education, 16(1), 137-170.
Cappuccio, G., & Fiandaca, G. K. (2020). Narrare con il COVID19. Storie di qualità per i bambini della prima infanzia. Lifelong Lifewide Learning, 16(37), 42-57.
Christenson SL, Havsy LH. (2004). Family-school-peer relationships: Significance for social-emotional and academic learning. In: Zins JE, Weissberg RP, Wang MC, Walberg HJ, editors. Building academic success on social and emotional learning: What does the research say? Teachers College Press; New York, NY: 2004. pp. 59–75.
De Rossi, M., Restiglian, E. (2013). Narrazione e documentazione educativa. Percorsi per la prima infanzia. Roma: Carocci
Dunford, M., & Jenkins, T. (Eds.). (2017). Digital storytelling: Form and content. London: Palgrave Macmillan.
Epstein, J. L. (2013). Ready or Not? Preparing Future Educators for School, Family, and Community Partnerships, Teaching Education. 24, 115–118.
Evans, M. P. (2013). Educating Preservice Teachers for Family, School, and Community Engagement, Teaching Education, 24,2, 123–133.
Foni, A. (2015). La relazione con le famiglie al nido: percorsi di formazione, dialogo e partecipazione. Edizioni Centro Studi Erickson.
Frisina, A. (2010). Focus group. Una guida pratica. Bologna: Il Mulino.
Fustini, T. (2007). Educazione partecipata e corresponsabilità educativa tra famiglia e nido d’infanzia: il volto nuovo dei servizi educativi, Rivista Italiana di Educazione Familiare, n. 2 - 2007, pp. 58-65.
Jenkins, Martin & Gravestock, Phill. (2009). Digital storytelling synthesis. Retrieved from: http://digitalstorytellingsynthesis.pbworks.com/w/page/17805626/ Introduction.
Koehler, M., J., Mishra, P. (2005). What Happens When Teachers Design Educational Technology? The Developmentof Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131–152.
Krueger, R. A. (1998), Developing Questions for Focus Group. Thousand Oaks (CA): Sage.
Lambert, J. (2013). Digital storytelling: Capturing lives, creating community. London: Routledge.
Losito, M. (1993). L’analisi del contenuto. Milano: Franco Angeli.
Malecki CK, Elliot SN. (2002). Children’s social behaviors as predictors of academic achievement: A longitudinal analysis. School Psychology Quarterly. 2002; 17:1–23.
Ministero dell’Istruzione (2020). Orientamenti pedagogici sui Legami educativi a Distanza. un modo diverso per ‘fare’ nido e scuola dell’infanzia, Commissione nazionale per il sistema integrato zerosei (D.lgs. 65/2017).
Ministero dell’Istruzione (2020b). Emergenza sanitaria Coronavirus. Prime indicazioni operative per attività didattiche a distanza. Nota n. 388 del 17 marzo 2020.
Nicolosi, S., Schirripa, V., & Tripi, M. (2021). Alla prova della distanza: due esperienze 0-6 a Palermo. Alla prova della distanza: due esperienze 0-6 a Palermo, in Dario, N., Tateo, L. (a cura di), Era un altro mondo: i nostri figli e l’esperienza del Covid-19 (122-136). Roma: Armando.
Ohler, J. (2008). Digital storytelling in the classroom. Thousand Oaks, (CA): Corwin Press
Petrucco, C., & De Rossi, M. (2009). Narrare con il Digital Storytelling a scuola e nelle organizzazioni. Roma: Carocci.
Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into practice, 47(3), 220-228.
Saltmarsh, S., J. Barr, Chapman, A. (2014). Preparing for Parents: How Australian Teacher Education is Addressing the Question of Parent-School Engagement, Asia Pacific Journal of Education, 35, 69–84.
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of research on Technology in Education, 42(2), 123-149.
Schrock, K. (2013). Digital storytelling and the common core state standards. Discovery Educator Network. Retrieved from http://blog.discoveryeducation.com/blog/2013/01/01/ digitalstorytelling/).
Schrock, K. (2017). Guide to everything: Digital storytelling website, telling the story. Lessons learned from the outside world: Examples and ideas. Retrieved from http://www.schrockguide.net/ digital-storytelling.html.
Sorzio, P., & Bembich, C. (2020). La ricerca empirica in educazione. Prospettive per educatori socio-pedagogici e di nido (Vol. 1222). Roma: Carocci.
Stein, N. L., & Glenn, C. G. (1975). An Analysis of Story Comprehension in Elementary School Children: A Test of a Schema.
Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. U. S. Department of health, education & welfare national institute of education, Washington University.
Stewart, K. D., & Ivala, E. (2017). Silence, voice, and “other languages”: Digital storytelling as a site for resistance and restoration in a South African higher education classroom. British Journal of Educational Technology, 48(5), 1164-1175.
Willemse, T. M., L. Vloeberghs, E. J. de Bruïne, Van Eynde, S. (2016). Preparing Teachers for Family-School Partnerships: A Dutch and Belgian Perspective, Teaching Education, 27, 2, 212–228.
Zini, A., Bertolini, C., Manera, L., Contini, A. (2018). Il digital storytelling nell’educazione dell’infanzia: la formazione degli insegnanti nel progetto Stories. Italian Journal of Educational Technology, 26(2), 77-84.