Littérature scientifique sur le sujet « Scuole dell'infanzia »
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Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Scuole dell'infanzia ».
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Articles de revues sur le sujet "Scuole dell'infanzia"
Beltrame, Alessandra. « Alunni stranieri nelle scuole dell'infanzia di Verona ». DiPAV - QUADERNI, no 26 (mars 2010) : 75–94. http://dx.doi.org/10.3280/dipa2009-026006.
Texte intégralLia Galardini, Anna. « I servizi educativi per l'infanzia durante la pandemia ». MINORIGIUSTIZIA, no 4 (juin 2021) : 79–87. http://dx.doi.org/10.3280/mg2020-004008.
Texte intégralMazza, Caterina, et Samuele Calzone. « Spazi di apprendimento virtuali e integrati : l’esperienza di alcune scuole italiane impegnate nei progetti ‘PON per la scuola’ nell’affrontare l’emergenza COVID-19 ». IUL Research 3, no 6 (21 décembre 2022) : 46–61. http://dx.doi.org/10.57568/iulres.v3i6.307.
Texte intégralDi Nunzio, Daniele, Marcello Pedaci, Fabrizio Pirro et Emanuele Toscano. « La didattica a distanza durante la pandemia di covid-19 : il lavoro dei docenti e la diversità dei contesti scolastici ». ECONOMIA E SOCIETÀ REGIONALE, no 1 (juin 2021) : 98–106. http://dx.doi.org/10.3280/es2021-001008.
Texte intégralCecconi, Luciano, et Andrea Pintus. « Bisogni formativi e problemi della professione nella percezione dei docenti. Un'indagine nelle scuole statali dell'infanzia e del primo ciclo di istruzione di Modena, Parma e Reggio Emilia ». CADMO, no 1 (juillet 2014) : 69–88. http://dx.doi.org/10.3280/cad2014-001008.
Texte intégralPerricone, Giovanna, et M. Regina Morales. « Prerequisiti e indicatori di difficoltà di apprendimento in bambini moderatamente pretermine di età prescolare ». RICERCHE DI PSICOLOGIA, no 1 (mai 2012) : 23–38. http://dx.doi.org/10.3280/rip2011-001002.
Texte intégralMolina, Paola, Alessandra Monetti, Elisa Sangiorgi, Simona Giuseppina Caputo, Sonja Ferrero, Maria Teresa Marcone et Loredana Versaci. « La didattica a distanza (DAD) nella scuola dell'infanzia : la parola dei genitori ». RICERCHE DI PSICOLOGIA, no 2 (septembre 2022) : 1–28. http://dx.doi.org/10.3280/rip2022oa14313.
Texte intégralAlessia Rosa. « Fare autovalutazione nella scuola dell'infanzia. Rapporto sulla sperimentazione del RAV Infanzia, a cura di Michela Freddano e Cristina Stringher, FrancoAngeli, 2021 ». IUL Research 2, no 4 (20 décembre 2021) : 326–27. http://dx.doi.org/10.57568/iulres.v2i4.219.
Texte intégralFrison, Daniela. « Metodi e strategie didattiche esperienziali all'Università per incoraggiare un approccio play-based nella scuola dell'infanzia e primaria ». EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING, no 1 (juin 2020) : 63–78. http://dx.doi.org/10.3280/exioa1-2020oa10077.
Texte intégralGuerreschi, M. « Il bambino ipovedente nella scuola materna. Aspetti educativi e didattici ». CHILD DEVELOPMENT & ; DISABILITIES - SAGGI, no 1 (octobre 2009) : 67–73. http://dx.doi.org/10.3280/cdd2009-001006.
Texte intégralThèses sur le sujet "Scuole dell'infanzia"
Tarroni, Nadia <1978>. « I nidi e le scuole dell'infanzia come servizi relazionali : uno studio sociologico di caso ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2007. http://amsdottorato.unibo.it/236/1/Tesi_dottorato.Tarroni.pdf.
Texte intégralTarroni, Nadia <1978>. « I nidi e le scuole dell'infanzia come servizi relazionali : uno studio sociologico di caso ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2007. http://amsdottorato.unibo.it/236/.
Texte intégralBadran, Adeeb Said Ibrahim <1969>. « Migliorare le aspettative delle scuole dell'infanzia in Palestina attraverso lo sviluppo professionale del curricolo degli educatori e il coinvolgimento dei genitori ». Doctoral thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/10262.
Texte intégralGaraffo, Teresa. « Teoria della mente e comunicazione. Il bambino come interlocutore esperto nella scuola dell'infanzia ». Thesis, Università degli Studi di Catania, 2011. http://hdl.handle.net/10761/200.
Texte intégralChildren sensibly increase their linguistic abilities in the period from three to six years of age. In the same period, at about four years, they acquire the ability to interpret and understand behavior in the light of covert reasons and motivations. Recent research on theory of mind has enlightened the relationship between language acquisition and development of mentalizing abilities. In the present work I analyze the hypothesis that the maturation of these linguistic and cognitive abilities is in turn crucial for the development of other cognitive abilities, with particular regard to the exploitation of recursive cognitive strategies (metacognition) and the recombination of old mental representations in unexpected ways. A main purpose of this research is to analyze educative strategies through which preschool can support children in the acquisition of language and linguistic thought, also thanks to socialization processes with adults and between peers.
Pagliarusco, Matteo. « Produzioni multimediali e cinematografiche per i bambini della scuola dell'infanzia “Realizziamo insieme un cartone animato!” ». Master's thesis, Alma Mater Studiorum - Università di Bologna, 2021.
Trouver le texte intégralCESARINI, VALENTINA. « Prevenzione precoce dell'obesità infantile : validazione trans-culturale dell'intervento europeo ToyBox nel setting della scuola dell'infanzia ». Doctoral thesis, Università degli Studi dell'Aquila, 2021. http://hdl.handle.net/11697/169131.
Texte intégralTiozzo, Federica <1990>. « Insegnare le lingue straniere nella Scuola dell'infanzia. Indagine nel territorio di Chioggia e Proposta progettuale ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/7806.
Texte intégralSTEFANELLO, LAURA. « Dire è fare. Una ricerca sulle interazioni verbali tra insegnanti e bambini nella Scuola dell'Infanzia ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2014. http://hdl.handle.net/10281/50224.
Texte intégralAgrillo, Filomena. « La declinabilità didattica del group-based early start Denver model (G-ESDM) nella scuola dell'infanzia ». Doctoral thesis, Universita degli studi di Salerno, 2018. http://hdl.handle.net/10556/3030.
Texte intégralThe Autism Spectrum Disorder is today the most studied phenomenon in the world, its complexity and the mystery that has always enveloped it have meant that over time all the research domains were interested in its study. Despite the scientific advances and the sophisticated technologies developed for the study of the human genome and of brain functioning, the causes of the ASD remain unknown. However, all the Countries of the world are in agreement that a crucial role for people with autism spectrum disorder are the early educational models and early intervention programs. Where it is not possible to identify and intervene on the causes of the disturbance, the human responsibility bears the responsibility to ensure people, but primarily children, with autism spectrum disorder adequate measures of intervention, support and development in a perspective of permanent guidance and of long-life learning. The need felt within the national context is to identify, through specific research activities, "good educational practices" for students with autism spectrum disorder, in order to be able then to propose to the curriculum teachers and support for the improvement of their operational skills. On the national territory, interesting research has begun to experiment the possible application of interventions born in the international field. In fact, many of the interventions are on a clinical-therapeutic level - ABA, Discrete Trail Training, Verbal Behavior Teaching, Developmental, Individual-differences, Relationship-based model - because the courses that are proposed aim at train therapists able to work in a one-on-one relationship with children with autism. Other interventions, on the other hand, have been deepened and experimented within the educational context - Augmentative and Alternative Communication, Picture Exchange Communication System, Video-modeling - and provide teachers with useful guidelines for working with children with autism spectrum disorder. Among the intervention models developed at international level, and suggested by the Ministry in training courses for teachers, the Early Start Denver Model emerges, a model of global intervention, intensive and early for children with autism spectrum disorder developed by Sally J. Roger and Geraldine Dawson. It is considered evidence-based practice and incorporates evolutionary-relational models with techniques and practices of Applied Behavioral Analysis and Pivotal Responsive Training. Starting from this model in 2017 it has been developed, by Giacomo Vivanti, Ed Duncan, Geraldine Dawson and Sally J. Rogers, the Group-Based Early Start Denver Model, intervention model implemented in kindergarten and aimed at children with autism. It is precisely this model that focuses on the feasibility study presented in this work. The research work is configured as a feasibility study aimed at investigating, through the analysis of the scientific literature of reference, the acceptability, implementation, adaptation and integration of the Group-Based Early Start Denver Model within the school of Italian childhood. A feasibility study conducted starting from the analysis of the presented elements represents, in agreement with the principles of the Index for Inclusion, the first step for the development of a possible future research: even before planning an experimentation in the didactic field it is essential to reflect on the theories underlying the model, on the socio-cultural values that the intervention model contains, on the political and legislative constraints that could hinder experimentation and declinability. [edited by author]
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Yuan, Qin <1985>. « La cura delle bambine e dei bambini nella scuola dell'infanzia : buone pratiche in Cina e in Italia ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amsdottorato.unibo.it/7660/1/yuan_qin_tesi.pdf.
Texte intégralObjective: The mail objective of the research is to identify: a. The educational model; b. The informal educational pattern; c. The best practice in some preschools of China and Italy. The research of this project has something with my personal experiences. The Chinese government pays more attention to the child care and more preschools choose the Montessori educational model from others. The negligence of training of teacher created many problems during the importation of the education model, coming from another country. Method: In the part of empirical research, I used different tools for doing observation. In the three preschools of Shanghai, it is applied that named descriptive, that is, collecting the data with the paper and pen (Anna Bondioli); while in the preschool of Bologna and Reggio Emilia, it used the PraDISI (Rossaella D’Ugo, Ira Vannini), an instrument for observation and valuation of the quality of the teaching practice. The third tool which is applied just in one of the three preschools of Shanghai is the video-cued multivocal ethnography, elaborated by the group of researchers of Joseph Tobin. Result: After the analysis of data, it noted that the educational model in of preschool of Shanghai emphasized the collective value, while in Italy it focus more on the individual realization. So it is interesting that the one model can be integrated with another.
Livres sur le sujet "Scuole dell'infanzia"
Pollam, Maria Luisa. "Ad agio" : Una ricerca-azione per rispondere al disagio nella scuola dell'infanzia e nella scuola primaria. [Trento] : [Trento] : Provincia autonoma di Trento ; IPRASE, 2007.
Trouver le texte intégralBecchi, Egle, et Anna Bondioli. Valutare e valutarsi nelle scuole dell'infanzia del Comune di Pistoia : Un modello di formazione degli insegnanti. Azzano San Paolo (Bergamo) : Junior, 1997.
Trouver le texte intégralMatteini, Massimo, Cristina Fabbri et Donatella Mauro. Adulti in relazione nei contesti educativi : Formazione sistemica per insegnanti di nido, servizi integrativi al nido, scuole dell'infanzia e per l'integrazione. Azzano San Paolo (Bergamo) : Junior, 2003.
Trouver le texte intégralReggio Emilia (Italy). Nidi e Scuole dell'Infanzia, dir. Indications : Preschools and infant-toddler centres of the municipality of Reggio Emilia. Reggio Emilia, Italy : Reggio Children, 2010.
Trouver le texte intégralAglì, Francesco. Esperienze matematiche nella scuola dell'infanzia. Scandicci, Firenze : Nuova Italia, 1995.
Trouver le texte intégralIl segreto dell'infanzia. [Milano] : Milano, 1999.
Trouver le texte intégralLeporatti, Conny. La scuola dell'infanzia, il curricolo, la continuità. Milano, Italy : FrancoAngeli, 1993.
Trouver le texte intégralCanevaro, Andrea. Quel bambino là-- : Scuola dell'infanzia, handicap e integrazione. Scandicci, Firenze : Nuova Italia, 1996.
Trouver le texte intégral1952-, Caldelli Maria Luisa, D'Amore Bruno et Manini Milena, dir. Percorsi, labirinti, mappe : Esperienze protomatematiche nella scuola dell'infanzia. Scandicci, Firenze : La Nuova Italia, 1985.
Trouver le texte intégralMaviglia, Mario, et Giovanna Zunino. La scuola dell'infanzia e la riforma dei cicli. Azzano S. Paolo (Bergamo) : Junior, 2001.
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