Narrare per immagini. Percorsi tra albi, cinema e app nella scuola dell’infanzia

Children’s daily lives are increasingly shaped by diverse and multifaceted experiences with media devices. However, although pedagogical research has long recognized media education as a crucial issue, in the 0-6 age group, this awareness has not translated into systematic educational initiatives within institutional settings. The debate remains contentious and is often shaped by “moral panic” discourses regarding the presumed negative effects of media exposure. Nevertheless, early childhood represents a critical phase for fostering informed and creative approaches, challenging the stereotype of media as inherently passive, and instead developing educational frameworks that promote both the use and critical understanding of digital media. These efforts must, of course, be adapted to the specific developmental needs and protective measures appropriate for this age group. Building on these premises, this article presents an action research project conducted in several early childhood schools in Bologna. The project explored media and visual education activities by integrating picture books, animated films, and apps through an active learning approach. The aim was to experiment with audiovisual storytelling in various forms and to encourage active processes of interpretation and creation. Additionally, a training program was offered for educators and families to reflect on the potential of these media languages and their integration into daily educational practice