Vol. 17 No. 1 (2026): MEDIA EDUCATION – Studi, ricerche e buone pratiche
Articles

Lettura dialogica e lettura digitale nei servizi 0-6: conoscenze, disposizioni e percezioni degli educatori e degli insegnanti della scuola dell’infanzia

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  • Giulia Fiorentini,
  • Daniela Paoletti,
  • Benedetta Ragni,
  • Martina Maiolatesi,
  • Simona De Stasio
Giulia Fiorentini
Department of Human Sciences, Communications, Education and Psychology, LUMSA University, Rome, Italy
Daniela Paoletti
Department of Human Sciences, Communications, Education and Psychology, LUMSA University, Rome, Italy
Benedetta Ragni
Department of Human Sciences, Communications, Education and Psychology, LUMSA University, Rome, Italy
Martina Maiolatesi
Department of Human Sciences, Communications, Education and Psychology, LUMSA University, Rome, Italy
Simona De Stasio
Department of Human Sciences, Communications, Education and Psychology, LUMSA University, Rome, Italy
DOI: https://doi.org/10.36253/me-19659

Published 2026-05-30

Keywords

  • digital reading,
  • digital dialogic reading,
  • teachers and educators,
  • early childhood education,
  • quali-quantitative study

Copyright (c) 2026 Giulia Fiorentini, Daniela Paoletti, Benedetta Ragni, Martina Maiolatesi, Simona De Stasio

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

Dialogic reading is a well-established practice in educational services for children aged 0-6, associated with benefits for children’s linguistic, cognitive and emotional development. The spread of digital devices has introduced new ways of digitally mediated dialogic reading, making it necessary to explore dispositions, competences and attitudes of early childhood professionals. This exploratory study involved 36 educators and teachers and adopted a mixed-method approach to investigate the use of dialogic reading, perceptions of its effects on child development, representations and skills related to the use of digital picture books in early childhood education. The results indicate frequent use of dialogic reading and a generally positive assessment of its effects. Greater digital skills and more positive professional attitudes are associated with a greater willingness to integrate digital technology in an educational and inclusive way. Qualitative analysis highlights ambivalent positions, with perceived benefits and fears related to early exposure. Overall, digital dialogic reading emerges as a potential resource when supported by pedagogical intent and targeted training.

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