Indicatori di difficoltà di apprendimento nella scuola dell’infanzia – Protocolli di osservazione e potenziamento didattico nell’ambito del Progetto «Logos» del Comune di Bologna
Nicole Trambagioli, Giulia Masotti, Patrizia Serra, Paola Bonifacci
This study aimed to assess developmental trajectories in linguistic skills in a group of nursery school children who were enrolled in training activities on literacy predictors («intensive» vs. «non-intensive»). The activities were chosen and conducted by teachers, under the supervision of clinical professionals, taking into account the needs of each class. Results indicate that children defined «at risk» significantly improved, compared to the other two groups, between the first and second evaluation. In particular the at-risk group showed greater improvement in the intensive program compared to the non-intensive one. Discussion is focused on the analysis of the pros and cons of teacher-delivered training programmes in preschool.
Keywords
Literacy predictors, teacher-delivered training, language, prevention, nursery school.