Abstract
| Lingua originale | Italian |
|---|---|
| pagine (da-a) | 88-91 |
| Numero di pagine | 4 |
| Rivista | SCUOLA ITALIANA MODERNA |
| Stato di pubblicazione | Published - 2016 |
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Le storie “ben formate” per bambini: il modello di Stein e Glenn al video. / Cappuccio, Giuseppa.
In: SCUOLA ITALIANA MODERNA, 2016, pag. 88-91.Risultato della ricerca: Article
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TY - JOUR
T1 - Le storie “ben formate” per bambini: il modello di Stein e Glenn al video
AU - Cappuccio, Giuseppa
PY - 2016
Y1 - 2016
N2 - Narration contributes to the building of personal and cultural identity of the person. The use of narrative refers not only the basic knowledge of the child (relating to language, to the world, to human actions) but also the self conceptions of the world that he has. Studies on preschool-age children have amply underlined how narration is a privileged way for the child to get in touch with the written language early and to derive pleasure and competence together (Catarsi, 2001, p.48). The narration is one of the skills that has a significant role in the expression of imagination and emotional experiences, and in the systematization of one's own knowledge and beliefs. Bruner (1992)) recognizes a fundamental role and importance to the narrative, both at an individual and cultural level, and hypothesizes the existence of a narrative thought, of a sort of attitude or predisposition to organize the experience in a narrative form. In the processes of comprehension and production of texts (narrative and not) they involve numerous skills and functions: language, memory, information processing, knowledge schemes, metacognition. It is therefore essential that the child enters early in relationship with stories and stories. The article describes Glenn and Stein's methodology (1978) for the detection of well-formed stories by adapting them to cartoons for children.
AB - Narration contributes to the building of personal and cultural identity of the person. The use of narrative refers not only the basic knowledge of the child (relating to language, to the world, to human actions) but also the self conceptions of the world that he has. Studies on preschool-age children have amply underlined how narration is a privileged way for the child to get in touch with the written language early and to derive pleasure and competence together (Catarsi, 2001, p.48). The narration is one of the skills that has a significant role in the expression of imagination and emotional experiences, and in the systematization of one's own knowledge and beliefs. Bruner (1992)) recognizes a fundamental role and importance to the narrative, both at an individual and cultural level, and hypothesizes the existence of a narrative thought, of a sort of attitude or predisposition to organize the experience in a narrative form. In the processes of comprehension and production of texts (narrative and not) they involve numerous skills and functions: language, memory, information processing, knowledge schemes, metacognition. It is therefore essential that the child enters early in relationship with stories and stories. The article describes Glenn and Stein's methodology (1978) for the detection of well-formed stories by adapting them to cartoons for children.
KW - Narration
KW - cartoons
KW - media education
UR - http://hdl.handle.net/10447/226100
M3 - Article
SP - 88
EP - 91
JO - SCUOLA ITALIANA MODERNA
JF - SCUOLA ITALIANA MODERNA
SN - 0036-9888
ER -