Rivista Italiana di Educazione Familiare https://oaj.fupress.net/index.php/rief <div> <p>The&nbsp;<strong>Italian Journal of Family Education</strong>&nbsp;(Rivista Italiana di Educazione Familiare –&nbsp;<strong>RIEF)</strong>&nbsp;is an “A-level” (in the Italian system, “Fascia A”) publication, which includes –national, and international – original papers peer-reviewed, on the subjects of family education, and parenting support. These topics are addressed in a pedagogical key, both theoretical and empirical, according to an interdisciplinary perspective, paying attention to the challenges of contemporary life, but also to the historical dimension of the educational processes, linked to the domain of the family.</p> <p>Founded in 2006, RIEF is a six-monthly international scientific journal, open-source, and it is one of the bodies supporting&nbsp;<strong>AIFREF</strong>&nbsp;international association. In this framework, RIEF accepts papers that originate from research of an academic slant in the field of parenting support, as well as contributions developed in synergy with local services. In fact, the journal is addressed not only to academics, lecturers, and researchers, but also to education and social-health professionals, teachers, and families themselves, having as goal the construction of a renewed, polychrome, and complex knowledge of parenting, and of the different pedagogical models and contexts of “being a family” today.</p> <p>RIEF accepts papers written in the following languages: Italian, English, French, Spanish, and Portuguese.</p> </div> Firenze University Press en-US Rivista Italiana di Educazione Familiare 1973-638X <p>Authors retain the copyright and grant the journal right of first publication with the work simultaneously licensed under a <strong>Creative Commons Attribution 4.0 International Public License (<a href="https://creativecommons.org/licenses/by/4.0/">CC-BY-4.0</a>)</strong>&nbsp;that allows others to share the work with an acknowledgment of the work's authorship and initial publication.</p> <p><a href="http://creativecommons.org/licenses/by/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by/4.0/88x31.png" alt="Creative Commons License"></a><br>This work is licensed under a <a href="http://creativecommons.org/licenses/by/4.0/" rel="license">Creative Commons Attribution 4.0 International License</a></p> Il “virus rivelatore”. Nuovi scenari, emergenze e prospettive di ricerca sulle relazioni educative e familiari https://oaj.fupress.net/index.php/rief/article/view/11322 <p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;</p> Clara Silva Alessandra Gigli Copyright (c) 2021 Clara Silva, Alessandra Gigli https://creativecommons.org/licenses/by/4.0 2021-06-19 2021-06-19 18 1 5 17 10.36253/rief-11322 Il dopo delle famiglie: disagi, quasi certezze e speranze https://oaj.fupress.net/index.php/rief/article/view/8610 <p class="p1">The paper focuses on the situation of families after coronavirus pandemic, and it is divided in three sections. An “after”, which is also a “now”, because we do not even know how long it will last. We, therefore, need to discuss the discomforts, the almost certainties and the hopes, starting from a consideration: it seems that the situations families are living these days are virtually unknown to those governing us. In addition, what it possibly even worse, the latter behave using a romanticism, which seems inappropriate and out of place. The discomforts: an excess of competences no one really possess to fight an almost unknown virus; the decisions taken by the Government and the major situations of poverty – and not only the economic one – of our Country; the distance between Power and People; and distance learning, in light of the real possibilities of Italian families. The almost certainties: an increase in separations and divorces in the near future and a worsening of already compromised family dynamics. The hops: that the State, the Church, and Pedagogy as well, work more and more fruitfully in the near future towards project and stability cultures for the families and the people, from young ones to adults.</p> Michele Corsi Copyright (c) 2021 Michele Corsi https://creativecommons.org/licenses/by/4.0 2021-06-19 2021-06-19 18 1 19 28 10.36253/rief-8610 Despite the Virus. A Survey with Parents on Early Childhood Education Services and Families, in Covid-19 https://oaj.fupress.net/index.php/rief/article/view/10492 <p class="p1">The paper presents a survey that involved a sample of 178 parents of children attending the infant-toddler centers and preschools of the Municipalities of Bassa Romagna, in the Province of Ravenna (Emilia-Romagna, Italy), between December 2020 and January 2021. The survey had the following aims: to deepen the knowledge of parents’ opinions on various aspects of the impact of the pandemic on daily life and parental functions; to monitor any difficulties their children may have; to understand how much the actions taken, to adapt school attendance in the pandemic period, have met with family satisfaction and have positively pursued the educational alliance. Another objective of the research was to involve the professionals of these educational services in reflecting on the results (already returned with a research report and a training seminar) and to organize opportunities for reflection with the same parents who participated in the survey.</p> Alessandra Gigli Marco Trentini Copyright (c) 2021 Alessandra Gigli, Marco Trentini https://creativecommons.org/licenses/by/4.0 2021-06-19 2021-06-19 18 1 29 60 10.36253/rief-10492 Parents’ view on distance learning during lockdown. A national survey https://oaj.fupress.net/index.php/rief/article/view/10256 <p class="p1">During the COVID-19 emergency, between March and May 2020, Italy was in an almost complete lockdown situation and millions of Italian children of all ages, overnight, stopped going to school and started receiving telematic communications from teachers or educators. Lockdown and distance learning had a significant impact on the overall well-being of parents and students and this study represents a contribution to deepen the understanding of parents’ perceptions and observations on it. The study was an exploratory cross-sectional quantitative research project and the data was gathered through a structured computer-assisted web survey, administered right after the total lockdown, between May 19th and June 2nd, reaching out to 6.905 parents of 9.802 primary and secondary school children (5-18 year old children). The data gathered offered a clear picture of the conditions in which distance learning occurred during the months of lockdown and reliably detected an overall stressful situation for many families and many children and adolescents. Results highlight the weaknesses of distance learning, lacking crucial functions that constitutively distinguishes an “in-person” school, of socio-cultural protection, parental support, and social arena.</p> Giulia Pastori Valentina Pagani Andrea Mangiatordi Alessandro Pepe Copyright (c) 2021 Giulia Pastori, Valentina Pagani, Andrea Mangiatordi, Alessandro Pepe https://creativecommons.org/licenses/by/4.0 2021-06-19 2021-06-19 18 1 61 96 10.36253/rief-10256 Parents under Lockdown: the Impacts of the COVID-19 Pandemic on Families https://oaj.fupress.net/index.php/rief/article/view/10332 <p class="p1">This paper explores aspects of parenting during COVID-19 lockdown, analyzing the international literature and presenting a study conducted in Italy during the initial period of social isolation (March-May 2020). The pandemic has made childcare challenging for parents globally, compromising the well-being and mental health of caregivers themselves (Brooks <em>et al.</em>, 2020), and creating a potentially highly vulnerable situation for children (Gromada, Richardson, Rees, 2020). The COVID-19 emergency and the restrictions it has entailed bear short- and long-term implications for families, including the potential impact of delaying implementation of the Sustainable Development Goals (United Nations, 2015) and increased risk of children witnessing or experiencing violence and abuse (End Violence Against Children, 2020). Given this background, we investigated the family ecosystem, exploring both individual and parental factors in parents’ relationships with their children, during lockdown.</p> Elisabetta Biffi Maria Benedetta Gambacorti-Passerini Daniela Bianchi Copyright (c) 2021 Elisabetta Biffi, Maria Benedetta Gambacorti-Passerini, Daniela Bianchi https://creativecommons.org/licenses/by/4.0 2021-06-19 2021-06-19 18 1 97 111 10.36253/rief-10332 Confinati nell’Eden. L’esperienza dei genitori tahitiani durante la pandemia https://oaj.fupress.net/index.php/rief/article/view/10273 <p class="p1">The functioning of many education systems around the world was disrupted during the Covid-19 crisis. Even the idyllic atolls of French Polynesia – although far from the main centers of contagion – have not been spared, so the school and families were induced to adapt and to find new strategies of collaboration. This paper is based on the study of 19 families living in Tahiti, and it analyse the discourses of Polynesian parents charged with new responsibilities associated with school support during the crisis. The results obtained reveal that attitudes linked with such new tasks are closely correlated with the socio-economic status, and that the educational style of parents, during confinement, favoured directive and empowering traits. Finally, the study shows that Polynesian parents maintained a conflicting relationship with pedagogical continuity, confirming an overall trend, observed in other postcolonial contexts.</p> Matairea Cadousteau Emilie Guy Rodica Ailincai Maurizio Alì Copyright (c) 2021 Matairea Cadousteau, Emilie Guy, Rodica Ailincai, Maurizio Alì https://creativecommons.org/licenses/by/4.0 2021-06-19 2021-06-19 18 1 113 152 10.36253/rief-10273 Insieme a distanza. Alleanze educative tra servizi per l’infanzia e famiglie durante il lockdown https://oaj.fupress.net/index.php/rief/article/view/10517 <p class="p1">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, “<em>Legami Educativi A Distanza</em> – 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.</p> Maja Antonietti Monica Guerra Elena Luciano Copyright (c) 2021 Maja Antonietti, Monica Guerra, Elena Luciano https://creativecommons.org/licenses/by/4.0 2021-06-19 2021-06-19 18 1 153 170 10.36253/rief-10517 Vita in famiglia e responsabilità genitoriali nel lockdown della primavera 2020. Racconti e rappresentazioni di alunne/i di scuola secondaria di primo grado di Bologna https://oaj.fupress.net/index.php/rief/article/view/10076 <p class="p1">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.</p> Stefania Lorenzini Copyright (c) 2021 Stefania Lorenzini https://creativecommons.org/licenses/by/4.0 2021-06-19 2021-06-19 18 1 171 191 10.36253/rief-10076 I genitori, educatori naturali https://oaj.fupress.net/index.php/rief/article/view/8858 <p class="p1">This paper focuses on the experience in ECEC services during the Covid-19 pandemic. Educational work changed following disruption of its conventional forms. Implemented at a distance, it dematerialized and migrated to space-time coordinates that were far removed from the previously known and established. One key challenge for educators was managing the absence of direct contact with children and parents, now become faces with whom to dialogue via a screen. Despite the frightening, inhibiting, even intimidating nature of these developments, many educators and teachers have valued the role of parents as “natural educators”, meanwhile meeting the challenge by working with renewed commitment, within novel, and mutable, boundaries.</p> Agnese Infantino Copyright (c) 2021 Agnese Infantino https://creativecommons.org/licenses/by/4.0 2021-06-19 2021-06-19 18 1 193 208 10.36253/rief-8858 Donne, famiglie e pandemia. Tra vecchie e nuove discriminazioni al femminile https://oaj.fupress.net/index.php/rief/article/view/10629 <p class="p1">2020 will be remembered as the year of the Covid-19 pandemic, caused by SARS-CoV-2: a virus that suddenly spread worldwide affecting the health and the life of millions of people of all ages and putting a strain on welfare, economic, scientific and politic structures of all the Nations that have tried to respond to the multiple needs of their populations facing many obstacles and difficulties. Starting from a reflection about the new poverty lines that coronavirus produced in family context, this paper analyses the biggest difficulties that women faced during the “confinement” at home, when the housework and the children care multiplied, both in qualitative and in quantitative viewpoint, and gender violence registered an alarming increase. What happened in these months is a evident confirmation that women are still vulnerable people, and that the way to reach a significant gender equality is still fraught with obstacles.</p> Francesca Dello Preite Copyright (c) 2021 Francesca Dello Preite https://creativecommons.org/licenses/by/4.0 2021-06-19 2021-06-19 18 1 209 224 10.36253/rief-10629 La relazione educativa in epoca di Covid-19. Una riflessione pedagogica sul ruolo della famiglia e sul senso di cittadinanza https://oaj.fupress.net/index.php/rief/article/view/10246 <p class="p1">The educational relationship, being humanly determined, becomes a privileged instrument of education because it accepts the difference and recognizes the limit of the individual in the wealth of the other by himself during a time, not too short but not too long, in which he identifies as useful and fundamental, not only to promote the intentional and global growth of the educating, but also to favor mutual involvement within the community. This contribution aims to investigate the role of the family today in the society affected by the coronavirus emergency. The sense of citizenship, in such a context, tends to change transforming and adapting to the sociocultural changes that characterize the evolution of the community. Hence, we are talking of not only a health issue, but a problem of immediate educational interest, which embraces the most authentic diversity and human relationships. The family, the most relevant educational environment for the development of relationships and parenthood, today is put to the test, by a socio-educational condition in deep crisis, caused by the pandemic situation of Covid-19.<span class="Apple-converted-space">&nbsp;</span></p> Vito Balzano Copyright (c) 2021 Vito Balzano https://creativecommons.org/licenses/by/4.0 2021-06-19 2021-06-19 18 1 225 242 10.36253/rief-10246 Relazioni familiari al tempo del Covid-19 e buone prassi derivanti dal mondo dell’adozione https://oaj.fupress.net/index.php/rief/article/view/9621 <p class="p1">The Covid-19 pandemic has marked families’ lives in a significant and disruptive way. On the one hand, it involved a reorganization of the rhythms of life, in a precarious work and family balance. On the other hand, it asked for unprecedented skills in assuming uncertainty as the immediate horizon of any project.&nbsp;In this regard, the contribution starts from some thoughts that arose from the analysis of adoptive parents’ narratives, to find significant links between the adoptive experience and the ongoing health emergency. From a pedagogical perspective, an attempt is here made to highlight some useful dimensions for the development of family resilience, and empowerment.&nbsp;</p> Alessia Tabacchi Copyright (c) 2021 Alessia Tabacchi https://creativecommons.org/licenses/by/4.0 2021-06-19 2021-06-19 18 1 243 261 10.36253/rief-9621 DAD e LEAD. Nuove forme di partenariato tra sistema educativo-formativo e famiglie https://oaj.fupress.net/index.php/rief/article/view/8990 <p class="p1">During the new coronavirus pandemic, each of us was called upon to contribute to limit the infection and protect everyone’s health. All of us paid a very high price, in economic, social and relationship terms. Many people paid with their life. In the educational field, “distance educational ties” and remote teaching have attempted to reduce the demage of social distancing on students, from nursery to secondary school. During the lockdown, teachers and pupils were affected by the lack and the inadequasy of the means, tools and materials available. Teachers have often been accused of demanding too much from scholars. Families, on the other side, faced a housing, emotional and relational proximity they were not accustomed to. This contribution aims to overcome mutual accusations and highlight the importance of new forms of partnership between school and families. Only the collaboration between social agents allows to overcome isolation and individualism and to facilitate a community able to educate to resilience, to the learning process and to grow up, rather than to a single result.</p> Grazia Romanazzi Copyright (c) 2021 Grazia Romanazzi https://creativecommons.org/licenses/by/4.0 2021-06-19 2021-06-19 18 1 263 271 10.36253/rief-8990 La vicinanza solidale in contesti di vulnerabilità familiare. La partecipazione nella comunità come strada per ricostruire i tessuti sociali https://oaj.fupress.net/index.php/rief/article/view/9884 <p class="p1">Family vulnerability is a particular social situation, characterised by high levels of relational complexity, with serious consequences for the fulfilment of the developmental needs of a child. In the framework of the P.I.P.P.I. Programme (Programme of Intervention for the Prevention of Institutionalisation), social support is intended as a form of solidarity between families that aims to help a family through the support of another family, or individuals. In order to face vulnerability and social exclusion, P.I.P.P.I. promotes the mobilisation of these resources. The paper is therefore focused on a case study based in Sondrio (Italy), carried out within the P.I.P.P.I. Programme. The professionals together with the researchers tested their understanding, also promoting dialogue-meetings with families. These dialogical and interactive contexts generated new and unexpected interpretations of this phenomenon, framing it into an educational process that meets the needs of children and families, and promoting community participation as a way to reconstruct local social networks as well.</p> Sara Serbati Andrea Petrella Copyright (c) 2021 Sara Serbati, Andrea Petrella https://creativecommons.org/licenses/by/4.0 2021-06-19 2021-06-19 18 1 273 299 10.36253/rief-9884 Falsi miti genitoriali e cattive eredità dis-educative https://oaj.fupress.net/index.php/rief/article/view/8566 <p class="p1">The educational styles, adopted in the family during childhood, impart a tendency to the development of the personality structure of children. The construction of their socio-relational dimension is invalidated even when the parenting couple is unable to disambiguate the “conflicts of reality” by alleviating the polarized tension between love and hate, identity, and belonging, collaboration and competition, legitimacy and illegitimacy, hence mitigating the rigidity of their way of perceiving and relating to others, in different social contexts. It is therefore possible to convey in the family misleading narratives the sense of reality, in a certain sense “mythological”, as those of the <em>‘Ndranghetist</em> fathers, who push their children to gather in the criminal “paranze” (Saviano, 2016), which become the negative heritage of future generations, forcing who listen to them to believe the world a hostile place. So, how, and in which educational agencies, is it possible to demystify them, without setting in motion in their children that “conflict of loyalty”, which seems to betray their father and themselves? The paper, through a useful criterion both for education and care operators, and for school ones, attempts to answer these questions.</p> Francesco Paolo Romeo Copyright (c) 2021 Francesco Paolo Romeo https://creativecommons.org/licenses/by/4.0 2021-06-19 2021-06-19 18 1 301 315 10.36253/rief-8566 Come nasce un lettore. Ricordi di lettura e memorie di educazione familiare a partire dal progetto Madeleine in biblioteca https://oaj.fupress.net/index.php/rief/article/view/10186 <p class="p1">The paper is focused on the <em>Madeleine in biblioteca</em> project, which has been realized in cooperation with “Agorà” civic library in Lucca (Italy). It was aimed at recovering reading stories, from childhood to adulthood. The attention is here placed on the earliest memories and the family context, through library users’ oral testimonies, also useful to achieve a dedicated website (www.madeleineinbiblioteca.it), and a specific workshop on secretly reading and family censorship. A path, this one here shown, to reflect on the importance of reading and its history and to involve the public of non-specialists, in the building of the historical narratives according to a Public History methods.<span class="Apple-converted-space">&nbsp;</span></p> Monica Dati Copyright (c) 2021 Monica Dati https://creativecommons.org/licenses/by/4.0 2021-06-19 2021-06-19 18 1 317 335 10.36253/rief-10186 Relazione educativa e comunicazione nella comunità di apprendimento https://oaj.fupress.net/index.php/rief/article/view/9496 <p class="p1"><span class="s1">The ongoing social change places the issue of training at the centre of development, which is a decisive factor in global competition. The debate concerning school-work, which is at the basis of the teachers’ professional development process in the third millennium, must include the construction of an adequate relational system together with the students as well as a strong ability in communication. The value of relationships in the educational field does not only concern the student-teacher relationship, but also the one with colleagues, parents and the entire school community, therefore defined as the “educating community”. In this kind of community, the relationships between the school and the family, the school, the “world of work”, and other educational agencies therefore create a network of individuals, who share the responsibility for the growth of young people, with a view to inclusion and compliance with the rights of equality and dignity. They also aim at reducing the causes of poverty and the social gap to prevent abandonment and early school leaving, and to ensure the right to education and educational success to every student.</span></p> Anna Russo Copyright (c) 2021 Anna Russo https://creativecommons.org/licenses/by/4.0 2021-06-19 2021-06-19 18 1 337 357 10.36253/rief-9496