Introduction: The present study aims to investigate the role of parental narrative practices in the linguistic and communicative development of preschool-aged children. It sought to assess, through online questionnaires, family habits related to reading and to analyze, by means of video recordings, how the narrative style of parents of children with Developmental Language Disorder (DLD) differs from the linguistic and communicative input provided by parents of typically developing children aged between 3 and 5 years. Method: Data collection, conducted between June and August 2025, was organized into two phases. In the first phase, online questionnaires were distributed to a sample of 62 parents (mean age between 30 and 40 years) residing in the Marche region, with children aged 3 to 5 years. In the second phase, after obtaining informed consent, video recordings (average duration between 5 and 10 minutes) were carried out to capture parent–child interactions during the shared reading of a silent book (Orsetto con me!). These recordings were subsequently coded to evaluate parental narrative styles and the corresponding communicative styles of the children. The sample included five children receiving services from outpatient centers (Comunità di Capodarco, Fermo, and Santo Stefano, Civitanova Marche) with a diagnosis of DLD, and two children attending the Montessori preschool in Fermo. Only participants with a good proficiency in Italian (minimum B2 level) were included. Children with other conditions (e.g., autism spectrum disorder, genetic syndromes, etc.) were excluded from the study. Results: The analysis revealed that parental narrative style has a significant impact on children’s communicative style. Furthermore, the questionnaires highlighted the early importance of shared reading, the active role of parents, and the inclusion of personal experiences during reading as key contributing factors. Conclusions: In conclusion, it is not the accuracy of reading that makes the difference, but rather the parent’s ability to make it an emotionally meaningful experience. These results, consistent with previous research, suggest relevant educational and practical implications, supporting the development of programs aimed at promoting shared reading in early childhood.
Introduzione: Il presente studio ha l’obiettivo di approfondire il ruolo delle pratiche narrative genitoriali nello sviluppo linguistico e comunicativo dei bambini in età prescolare. In particolare, si è voluto rilevare, tramite dei questionari online, le abitudini familiari legate alla lettura e analizzare, attraverso delle videoregistrazioni, come lo stile narrativo genitoriale nei bambini con Disturbo Primario del Linguaggio mostra delle differenze rispetto all’input linguistico e comunicativo utilizzato nell’interazione dai genitori di bambini con sviluppo tipico tra i 3 e i 5 anni. Metodo: La raccolta dei dati, svolta tra giugno e agosto 2025, si è articolata in due fasi. Nella prima parte sono stati distribuiti questionari online a un campione di 62 genitori (età media compresa tra 30 e 40 anni) residenti nelle Marche, con figli di età compresa tra 3 e 5 anni. Nella seconda fase, dopo aver fatto firmare il consenso informato, sono state realizzate le videoregistrazioni (durata media tra 5 e 10 minuti) che riprendevano le interazioni genitore – bambino durante la lettura di un silent book (Orsetto con me!), codificate per valutare gli stili narrativi genitoriali e gli stili comunicativi dei relativi bambini. Il campione comprendeva 5 bambini in carico presso centri ambulatoriali (Comunità di Capodarco, Fermo, e Santo Stefano, Civitanova Marche) con diagnosi di DPL e 2 bambini frequentanti la scuola dell’infanzia Montessori, Fermo. Sono stati inclusi solo partecipanti con un buon livello linguistico dell’italiano (almeno B2). Sono stati esclusi dallo studio bambini con altre patologie (autismo, sindromi, …). Risultati: Dall’analisi è emerso che lo stile narrativo genitoriale incide significativamente sullo stile comunicativo dei bambini. I questionari hanno, inoltre, evidenziato l’importanza precoce di questa attività, il ruolo attivo dei genitori, l’inclusione di esperienze personali durante la lettura come elementi determinanti. Conclusioni: In conclusione, non è la correttezza della lettura a fare la differenza, quanto la capacità del genitore di renderla un’esperienza emotivamente significativa. Questi risultati, in linea con studi precedenti, suggeriscono implicazioni educative e pratiche, utili a promuovere programmi per sostenere la lettura condivisa in età precoce.
LETTURA CONDIVISA MADRE E BAMBINO/A IN ETA' PRESCOLARE: UN'ANALISI QUALITATIVA
MENGARELLI, MICHELA
2024/2025
Abstract
Introduction: The present study aims to investigate the role of parental narrative practices in the linguistic and communicative development of preschool-aged children. It sought to assess, through online questionnaires, family habits related to reading and to analyze, by means of video recordings, how the narrative style of parents of children with Developmental Language Disorder (DLD) differs from the linguistic and communicative input provided by parents of typically developing children aged between 3 and 5 years. Method: Data collection, conducted between June and August 2025, was organized into two phases. In the first phase, online questionnaires were distributed to a sample of 62 parents (mean age between 30 and 40 years) residing in the Marche region, with children aged 3 to 5 years. In the second phase, after obtaining informed consent, video recordings (average duration between 5 and 10 minutes) were carried out to capture parent–child interactions during the shared reading of a silent book (Orsetto con me!). These recordings were subsequently coded to evaluate parental narrative styles and the corresponding communicative styles of the children. The sample included five children receiving services from outpatient centers (Comunità di Capodarco, Fermo, and Santo Stefano, Civitanova Marche) with a diagnosis of DLD, and two children attending the Montessori preschool in Fermo. Only participants with a good proficiency in Italian (minimum B2 level) were included. Children with other conditions (e.g., autism spectrum disorder, genetic syndromes, etc.) were excluded from the study. Results: The analysis revealed that parental narrative style has a significant impact on children’s communicative style. Furthermore, the questionnaires highlighted the early importance of shared reading, the active role of parents, and the inclusion of personal experiences during reading as key contributing factors. Conclusions: In conclusion, it is not the accuracy of reading that makes the difference, but rather the parent’s ability to make it an emotionally meaningful experience. These results, consistent with previous research, suggest relevant educational and practical implications, supporting the development of programs aimed at promoting shared reading in early childhood.I documenti in UNITESI sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
https://hdl.handle.net/20.500.12075/23955