Giovanni Moretti, Full Time Professor, and Bianca Briceag, PhD Student, both at Roma Tre University, Rome (Italy), present a contribution on the theme of reading shared aloud (Cardarello, 2004; Bortnem, 2008; Moretti, 2017; Morini, 2017) with pupils of early childhood. Shared reading is considered important by experts for children's cognitive and emotional development and represents an effective device for promoting educational continuity between children aged zero-three and three-six years. The establishment of the integrated system of education and education from birth to six years (Legislative Decree 65/2017) required the activation of educational interventions that encourage collaboration between nursery schools, spring sections (24-36 months) and kindergartens (Bondioli & Savio, 2012; Zaninelli, 2018). The authors present a research on shared reading carried out with children from early childhood in the Lazio region. The research was carried out in the 2018/19 school year with eleven spring sections and kindergartens. The goal was to improve educational continuity between some spring section aggregated to kindergartens. The choice of the printed or digital book and the careful planning shared by educators and teachers played a relevant role for the realization of a quality shared reading aloud. The research data revealed that shared reading is a positive strategy both to promote educational continuity and to improve the active participation of pupils in educational activities aged zero-six.

1. INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
Dipartimento di Scienze della Formazione
Department of Education
Shared Reading as a Strategy to Improve Educational Continuity
in the Integrated System of Education
GIOVANNI MORETTI & BIANCA BRICEAG
ROMA TRE UNIVERSITY
In collaboration with
#RomaTrenonsiferma / #RomaTredoesnotstop

2. INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
02/04/2020G. Moretti - B. Briceag, Univ. Roma Tre
22 BIO
GIOVANNI MORETTI
is a Full Professor at Roma Tre University, Department of Education. He is Titular Professor of “Didactic of
Reading” and “Didactic organization and evaluative processes” courses. He is a Member of the Executive Board of
the Italian Society of Didactic Research (SIRD); he is Director of the II Level Post-Graduate Course in “Leadership
and Management in Education” (LME).
He is the author of several publications and directs the editorial series «Formazione e Leadership educativa»
(Anicia, Roma), «Sottosopra», «I gradini» and «Memorie» (Anicia Ragazzi, Roma).
The research lines where he is involved concern the processes of teaching-learning in presence and at a distance;
the didactic-educational planning and the evaluation of learning with reference to reading skills; the initial and in-the didactic educational planning and the evaluation of learning with reference to reading skills; the initial and in
service teacher’s training; the exercise of educational leadership in schools; the integrated education system from
birth to six years old.
BIANCA BRICEAGBIANCA BRICEAG
is a PhD student in Theory and Educational Research at the Roma Tre University, Department of Education.
She is currently working on research and studies on early childhood education and care, in particular educational
continuity in services for children aged 0-6 and the promotion of early childhood reading.
Giovanni Moretti – Bianca Briceag

3. ABSTRACT
INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
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G. Moretti - B. Briceag, Univ. Roma Tre
ABSTRACT3
The contribution presents the theme of reading shared aloud (Cardarello, 2004; Bortnem, 2008; Moretti, 2017; Morini,
2017) with pupils of early childhood. Shared reading is considered important by experts for children's cognitive and
emotional development and represents an effective device for promoting educational continuity between children aged
th d th i Th t bli h t f th i t t d t f d ti d d ti f bi th t izero-three and three-six years. The establishment of the integrated system of education and education from birth to six
years (Legislative Decree 65/2017) required the activation of educational interventions that encourage collaboration
between nursery schools, spring sections (24-36 months) and kindergartens (Bondioli & Savio, 2012; Zaninelli, 2018).
The authors present a research on shared reading carried out with children from early childhood in the Lazio region.
The research was carried out in the 2018/19 school year with eleven spring sections and kindergartens.
The goal was to improve educational continuity between some spring section aggregated to kindergartens.
The choice of the printed or digital book and the careful planning shared by educators and teachers played a relevant roleThe choice of the printed or digital book and the careful planning shared by educators and teachers played a relevant role
for the realization of a quality shared reading aloud. The research data revealed that shared reading is a positive strategy
both to promote educational continuity and to improve the active participation of pupils in educational activities aged
zero-six.
Giovanni Moretti – Bianca Briceag

4. OUTLINE
INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
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G. Moretti - B. Briceag, Univ. Roma Tre
OUTLINE4
1. The educational continuity from zero to six years old and the strategy of reading shared aloud
2. Objectives and articulation of the reading path shared aloudj g p
3. The shared reading experience of the “Mary Poppins” Spring sections (sezioni primavera)
4. Participated observation during reading research shared aloudp g g
Final remarks and future prospects
Essentials references
Giovanni Moretti – Bianca Briceag

5. THE EDUCATIVE CONTINUITY ZERO SIXYEARS OLD
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THE EDUCATIVE CONTINUITY ZERO-SIXYEARS OLD5
• The establishment of «spring sections» in Italy (attended by children between 2 and 3 years old) in an
experimental way in 2007 has been set up as an experience of educational continuity between nursery
and kindergarten to accompany the passage of the child from one reality to another. (Bondioli, 2012;
2018).)
• Legislative Decree n. 65/2017, in particular with art. 2, asks to reflect on the effective strategies of
organization and planning of the educational activities in the perspective to promoting the zero-
six years old continuity.
• Continuity in education can be promoted and enhanced:
• consolidating and developing a collaborative and systematic collegial design among educators and
teachers.
• using educational strategies that involve the active involvement of children in the Spring Section and
Kindergarten sections.
• monitoring continuity processes through instruments recognized by the specific scientific community
for childcare services.
Giovanni Moretti – Bianca Briceag

6. THE SHARED READING ALOUD IN EARLY
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G. Moretti - B. Briceag, Univ. Roma Tre
THE SHARED READING ALOUD IN EARLY
CHILDHOOD EDUCATION AND CARE
6
Reading a book aloud allows each participant to assume the role of both reader and listener (Moretti,
2007; 2017).
The shared reading strategy can also be applied in the context of Childhood Education Services:The shared reading strategy can also be applied in the context of Childhood Education Services:
• to promote the pleasure of reading, ensuring that the playful and pleasure dimension is easily
accessible to the reader.
• to involve children in a story and allow them to live emotions that can be shared with others.
• to increase knowledge and help develop emotional intelligence.
t l t t k diff t i t f i• to learn to take on different points of view.
In the perspective of educational continuity (Catarsi, 2011; Freschi, 2013) it is appropriate to
provide reading settings where adults and children can explore and read together.
Giovanni Moretti – Bianca Briceag

7. PICTURE BOOK PRINT AND DIGITAL QUALITY BOOKS
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G. Moretti - B. Briceag, Univ. Roma Tre
PICTURE BOOK, PRINT AND DIGITAL QUALITY BOOKS7
Some of the features of quality books for children:
• being made of suitable materials, non-toxic, resistant and durable to prolonged use;
• having illustrations of author;• having illustrations of author;
• using language appropriate to the age of children;
• being both readable and understandable;
• having characters well characterized, well described, not stereotyped or surreal;
• presenting coherence between music and sounds and the narration of history;
• having an easy-to-use interface for children and have suggestions for interactivity;
• taking advantage of the possibility of having more than one narrating voice.
(Cardarello 2004; Blezza Pincherle 2016; Morini 2017)(Cardarello, 2004; Blezza Pincherle, 2016; Morini, 2017)
Giovanni Moretti – Bianca Briceag

8. RESEARCH OBJECTIVES ON READING SHARED ALOUD
INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
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RESEARCH OBJECTIVES ON READING SHARED ALOUD8
• Observing how reading shared aloud with children between two and six
years old promotes relationships between peers.
• Observing how reading aloud shared with children between two and six
years old promotes educational continuity between spring sections and
kindergarten school.
• Verifying the sustainability of use and the effectiveness of the introduction
in the spring sections of some specific strategy educational, such as shared
reading, to qualify the learning and growth processes of children.
Giovanni Moretti – Bianca Briceag

9. ARTICULATION OF THE RESEARCH ON
INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
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G. Moretti - B. Briceag, Univ. Roma Tre
ARTICULATION OF THE RESEARCH ON
“READING SHARED ALOUD”
9
The Reading Course was addressed to kindergarten educational staff and teachers who work in the
“Spring sections”.
Th k l h h l 2018/19 b h d dThe course took place in the school year 2018/19 both in presence and distance.
Eleven educational institutions were involved, including at least one spring section and one kindergarten
section.
The educational staff involved were 24 professionals with the following professional roles:
• 11 educators in the spring sections
8 d i l di t d t i• 8 pedagogical coordinators and trainers
• 6 teachers in kindergarten
The children involved were 168.
Giovanni Moretti – Bianca Briceag

10. THE EDUCATIONAL SETTING FOR
INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
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THE EDUCATIONAL SETTING FOR
THE “READING SHARED ALOUD"
10
Main objectives Operational Examples
To provide an environment where children in the
‐ Locate a structured space that is comfortable for children (e.g. soft corners, rugs
and pillows).
‐ Find a space that favors the concentration listening and manipulation of the bookTo provide an environment where children in the
spring section and in kindergarten can enter into
a relationship and be recognized as part of the
same group.
Find a space that favors the concentration, listening and manipulation of the book.
‐ Provide open and easily accessible shelves where quality books can be placed.
‐ Enhance by alternating and highlighting some quality books.y g g g g q y
‐ Connotation of the space dedicated to books with images or symbols in the
perspective of familiarity with space (e.g. same images and symbols).
Giovanni Moretti – Bianca Briceag

11. INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
02/04/2020
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G. Moretti - B. Briceag, Univ. Roma Tre
THE SHARED READING OF LITTLE BLUEAND LITTLE YELLOW11 THE SHARED READING OF «LITTLE BLUEAND LITTLE YELLOW»:
THE EXPERIENCE AT “MARY POPPINS” SPRING SECTION
STEPS
ACTIONS
- EDUCATOR (“Spring Section”) and TEACHER (Kindergarten)
- CHILDREN (“Spring Section” and Kindergarten)
1. Explanation of the
activities
-The educator gathers all of the toddlers and warns them that a new activity will soon start with the kindergarten children.
-The kindergarten children welcome the spring section and explain the functioning of the reading corner.
-The educator and the teacher arrange the environment and materials to facilitate shared reading: the book, colored sheets of
paper and background music.
2. Everyone at
his/her own place
- The children are comfortably placed on soft mats and form pairs (one from the spring section and one from the Kindergarten) in
the space dedicated to shared reading.
Child i ki d t i th littl ll b ll hil th k bl- Children in kindergarten give the little ones a yellow pong ball while they keep a blue one.
Giovanni Moretti – Bianca Briceag

12. INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
02/04/2020
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G. Moretti - B. Briceag, Univ. Roma Tre
THE SHARED READING OF «LITTLE BLUEAND LITTLE YELLOW»:12 THE SHARED READING OF «LITTLE BLUEAND LITTLE YELLOW»:
THE EXPERIENCE AT “MARY POPPINS” SPRING SECTION
3. Shared reading
aloud
- The teacher and the educator begin to read the story Little Blue and Little Yellow (by L. Lionni), alternating in reading (the teacher is
mainly dedicated to dialogues).
- In turn, the educator and the teacher show the colored sheets according to the sequence of the story and ignite/extinguish the
aloud sound atmospheres of actions that characterize the story (such as round-the-round, children’s noises in a park etc.).
-The educator asks children to use the two pong balls in the Little Blue to LittleYellow hug scene.
4 H dli f
- The teacher and teacher shall make the materials accessible to the reading group. Having available only two copies of the book
4. Handling of
the book
g g p g y p
the teachers allow the manipulation of the book in turn forming groups of 6 children (“spring section” and kindergarten).
- Teachers guide children in the process of observing and manipulating books.
- The educator reads the story using a dialogued style introducing some food for thought: asks some questions: what color is it?
5. Re-reading of
the book
What does it do? And now where does he go? S/He repeats what the child says (yes, it is blue) and encourages the answers (well, it
is yellow; that’s right, he goes to hug the mother).
-The teacher asks the children to express in dialogue an appreciation of the reading heard by asking further questions: e.g.,
“Would you like to hear the story once more?”, “Would you like the kindergarten children to come back and help us through the
story?”
Giovanni Moretti – Bianca Briceag

13. THE STRUCTURED OBSERVATION GRID OF
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THE STRUCTURED OBSERVATION GRID OF
TEACHER-CHILDREN’S RELATIONSHIPS (I)
STEP 2- Everyone at his/her own place
The educator: OFTEN SOME TIMES RARELY NEVER
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The educator: OFTEN SOME TIMES RARELY NEVER
A.The educator/teacher engages children to arrange materials. X
B.The teacher/educator works with the teachers group to prepare the materials. X
C.The educator/teacher provides each child with a seat. X
D.The educator/teacher collaborates with the teachers group to provide children in pairs. XD.The educator/teacher collaborates with the teachers group to provide children in pairs. X
The group of children: OFTEN SOME TIMES RARELY NEVER
A.The children move around the teacher and observe her. X
B. Children continue to play without observing the actions of the educator. X
C. Children respect the rule and are accommodated in pairs/triplets. X
STEP 3 – Shared reading aloud
The educator: OFTEN SOME TIMES RARELY NEVER
A.The educator/teacher reads by modulating the tone of the voice according to the action. X
B.The educator and the teacher cooperate and are coordinated in the coherence between reading and sound atmospheres. X
C Th d d h h l i di l d XC.The educator and the teacher alternate in reading aloud. X
The group of children: OFTEN SOME TIMES RARELY NEVER
A. Children listen carefully. X
B. Children are interested and get closer to the book and materials. X
C Children are interested in sound atmospheres XC. Children are interested in sound atmospheres X
D. Children interact with each other (spring section – kindergarten) X
Giovanni Moretti – Bianca Briceag

14. INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
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G. Moretti - B. Briceag, Univ. Roma Tre
THE STRUCTURED OBSERVATION GRID OF
STEP 4 – Handling of the book
The educator: OFTEN SOME TIMES RARELY NEVER
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TEACHER-CHILDREN’S RELATIONSHIPS (II)
A. Makes access to books easy. X
B. Invites children to approach books. X
C.Allows children to touch and observe books. X
The group of children: OFTEN SOME TIMES RARELY NEVER
A. Approaching the space dedicated to reading. X
B.They begin to "explore" books. X
C.They show interest. X
D.They remain indifferent. X
STEP 5 – Re-reading Dialogue
The educator: OFTEN SOME TIMES RARELY NEVER
A.The educator/teacher reads history by asking questions relevant to the context. X
B.The educator/teacher alternate in the re-reading dialogue. X
C.The educator/teacher answers the children’s questions. X
The group of children: OFTEN SOME TIMES RARELY NEVER
A. Children respond to teacher/teacher stimulation questions. X
B. Children are interested in re-reading by asking questions. X
C. Children interact with each other by making observations about what has attracted their attention. X
Giovanni Moretti – Bianca Briceag

15. A A S A OS C S
INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
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FINAL REMARKS AND FUTURE PROSPECTS15
• The educational strategy has proved effective in promoting educational
continuity between the spring section and kindergarten sections, especially in
promoting the active participation of children in the educational activities proposed bypromoting the active participation of children in the educational activities proposed by
educators and teachers.
• The activity of reading shared aloud among children from two to six years old has
h d h l i hi b b l dstrengthened the relationship between peers by stimulating interaction and
linguistic exchange between them.
• The active participation of children in the use of the printed book encourages thep p p g
possibility of starting a shared reading path with illustrated and interactive
digital books in the perspective of using an integrated model of reading education
(Moretti, 2017; Morini, 2017; Wolf, 2018).
Giovanni Moretti – Bianca Briceag
(Moretti, 2017; Morini, 2017; Wolf, 2018).

16. ESSENTIAL REFERENCES
INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
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ESSENTIAL REFERENCES
Bl Pi h l S (2016) F l i l l Rifl i i i i i i i i i l Mil F A li
16
• Blezza Picherle, S. (2016). Formare lettori, promuovere la lettura. Riflessioni e itinerari narrativi tra territorio e scuola. Milano: Franco Angeli.
• Bondioli, A. & Savio, D. (2018). Educare l’infanzia.Temi chiave per i servizi 0-6. Roma: Carocci.
• Bondioli, A., & Savio, D. (a cura di) (2012). Educare nelle sezioni primavera. Un’esperienza di formazione.Azzano S. Paolo: Edizioni Junior.
C i E ( di) (2011) Ed i ll l i i à d i A S P l Edi i i J i• Catarsi , E. (a cura di) (2011). Educazione alla lettura e continuità educativa.Azzano S. Paolo: Edizioni Junior.
• Cardarello, R. (2004). Storie facili e storie difficili.Valutare i libri per bambini.Azzano S. Paolo: Edizioni Junior.
• Decreto Legislativo 13 aprile 2017, n. 65. Istituzione del sistema integrato di educazione e di istruzione dalla nascita sino a sei anni, a norma
dell'articolo 1, commi 180 e 181, lettera e), della legge 13 luglio 2015, n. 107.) gg g
• Freschi, E. (2013). Il piacere delle storie. Per una didattica della lettura nel nido e nella scuola dell’infanzia.Azzano S. Paolo: Edizioni Junior.
• Moretti, G. (2017). Educazione alla lettura: il contributo della ricerca empirica. In (L. Cantatore, ed.), Primo: Leggere. Per un’educazione alla
lettura, Roma: Edizioni Conoscenza, pp. 53-76.
• Moretti G. (2007). La lettura condivisa: il piacere di leggere e comunicare con gli altri. In Apprendere Con..., n° 3 anno III, Roma, Anicia, pp. 4-
7.
• Morini,A. L. (2017). Leggere in digitale. Nuove pratiche di lettura nel contesto scolastico. Roma: Anicia.
• Wolf M (2018) Lettore vieni a casa Il cervello che legge in un mondo digitale Milano: Vita e Pensiero
Giovanni Moretti – Bianca Briceag
Wolf, M. (2018). Lettore, vieni a casa. Il cervello che legge in un mondo digitale. Milano: Vita e Pensiero.
Giovanni Moretti – Bianca Briceag

17. CONTACTS
INTERNATIONAL SEMINAL MEETING ON “THE EVOLVING CONCEPT OF ‘SCHOOL LIBRARY’ AND ITS PROFESSION” – ROME 02/04/2020
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G. Moretti - B. Briceag, Univ. Roma Tre
CONTACTS17
Prof. Giovanni Moretti
giovanni.moretti@uniroma3.it
Dott ssa Bianca BriceagDott.ssa Bianca Briceag
bianca.briceag@uniroma3.it