Pratiche narrative e sviluppo della comprensione del testo ascoltato nella prima infanzia

Reading and storytelling play a fundamental role in human development, fostering language, imagination, critical thinking, and cultural identity from early childhood. In a hyperconnected society where the educational function of oral traditions is weakening, revaluing narrative practices in early education becomes essential. Narration—whether oral, written, musical, theatrical, or digital—supports children’s linguistic, cognitive, emotional, and social growth. Storytelling and reading aloud nurture phonological awareness, memory, empathy, and social understanding, contributing to the holistic development of the self. Neuroscientific research confirms the benefits of early exposure to narrative texts, showing their impact on both expressive and scientific competences. This paper presents a training experience conducted within the Erasmus+ project Allophone Teacher Academy (ALTA), involving students from the University of Basilicata’s degree program in Education and Training Sciences. The training focused on the SELF (Soutien aux Élèves Linguistiquement Fragiles) module, part of the ALTA pedagogical framework Apprentissage Intégral de la Lecture et de l’Écriture. The module promotes comprehension of oral and written language among both allophone and native children aged two to six. Based on a short story, it integrates listening comprehension with phonological, lexical, and syntactic workshops, aiming to strengthen future educators’ methodological and intercultural competences.