This paper intends to propose some reflections about the use of these technologies in formal contexts (in crèche and kindergarten) and non formal contexts (in family, in playroom). It analyses the complexity of digital environments and the contradictions of the models proposed to children who live and learn surrounded by digital supports that, together with other tools, mediate knowledge of themselves, other, culture; but, at the same time, they are often alone in front of these screens, playing with app that adults do not even know. The contribute underlines critics and potentialities of apps and suggests creative paths in the field of art in continuity with real and digital worlds, with formal and non formal environments. The approach to art can (also) be through the use of apps on smartphones and tablets, everyday instruments (especially at home) that gives children the possibility to have active, ludic and creative experiences.
Il contributo intende proporre alcune riflessioni sull’uso delle tecnologie da parte dell’infanzia contemporanea in contesti formali (al nido e alla scuola dell’infanzia) e non formali (in famiglia). Si analizza la complessità degli ambienti digitali di apprendimento e le contraddizioni presenti nei modelli d’uso proposti a bambini e bambine i quali vivono e apprendono circondati da supporti digitali che, insieme ad altri strumenti, mediano la conoscenza di sé, degli altri, della cultura; ma, allo stesso tempo, vengono spesso lasciati soli davanti a questi schermi a giocare con app che gli stessi adulti non conoscono. Il saggio evidenzia le criticità e le potenzialità delle app e ipotizza percorsi creativi di educazione all’arte in continuità tra educazione formale e non formale, tra mondi reali e digitali. L’incontro con l’arte può avvenire, dunque, (anche) attraverso l’uso di app su smartphone e tablet, oggetti d’uso quotidiano soprattutto in ambito familiare che permettono ai bambini di fare esperienze attive, ludiche e creative.
Ambienti digitali nella prima infanzia per giocare con l'arte
Elena Pacetti
2018
Abstract
This paper intends to propose some reflections about the use of these technologies in formal contexts (in crèche and kindergarten) and non formal contexts (in family, in playroom). It analyses the complexity of digital environments and the contradictions of the models proposed to children who live and learn surrounded by digital supports that, together with other tools, mediate knowledge of themselves, other, culture; but, at the same time, they are often alone in front of these screens, playing with app that adults do not even know. The contribute underlines critics and potentialities of apps and suggests creative paths in the field of art in continuity with real and digital worlds, with formal and non formal environments. The approach to art can (also) be through the use of apps on smartphones and tablets, everyday instruments (especially at home) that gives children the possibility to have active, ludic and creative experiences.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
