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The idea behind this book - devoted to the relations between adults and children - emerged within a specific educational experience launched in an experimental manner in 2006 by the faculty of educational science of Florence University and now in its fourth edition. These are teaching courses held in the evening and on Saturdays to make it easier for students with daytime jobs to attend the lessons. The quest for new forms of organisation was accompanied by a meditation on teaching, which brought out several very interesting educational themes which were effectively transversal to the various disciplines. This book presents the results of this methodological approach, aimed at fostering a conscious, reflective and personal learning. As the title suggests, the essays are designed to focus the question of the educational relationship within a multidisciplinary perspective. Us-them, to remind ourselves that adults have a fundamental and inescapable responsibility. The relationship is typically asymmetrical, with special features and decidedly variable over time. It has in fact been marked for centuries by a failure to recognise the needs of the youngsters and their own subjectivity, to the point of arriving at disturbing levels of violence and coercion. Such cases have been justly referred to a 'black pedagogy', which sadly is far from being everywhere a thing of the past, and even in Italy has left deep and persistent traces. For these reasons the study of the educational relationship has numerous relevant aspects of interest, all extremely topical, and represents a fundamental argument that adults must consciously address. Educators and teachers, parents and students, can all thus enhance their sensitivity and competence with a view to consolidating the reflective practices that are now considered absolutely indispensable for those who live in contact with children and adolescents.

Child development.

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The idea behind this book - devoted to the relations between adults and children - emerged within a specific educational experience launched in an experimental manner in 2006 by the faculty of educational science of Florence University and now in its fourth edition. These are teaching courses held in the evening and on Saturdays to make it easier for students with daytime jobs to attend the lessons. The quest for new forms of organisation was accompanied by a meditation on teaching, which brought out several very interesting educational themes which were effectively transversal to the various disciplines. This book presents the results of this methodological approach, aimed at fostering a conscious, reflective and personal learning. As the title suggests, the essays are designed to focus the question of the educational relationship within a multidisciplinary perspective. Us-them, to remind ourselves that adults have a fundamental and inescapable responsibility. The relationship is typically asymmetrical, with special features and decidedly variable over time. It has in fact been marked for centuries by a failure to recognise the needs of the youngsters and their own subjectivity, to the point of arriving at disturbing levels of violence and coercion. Such cases have been justly referred to a 'black pedagogy', which sadly is far from being everywhere a thing of the past, and even in Italy has left deep and persistent traces. For these reasons the study of the educational relationship has numerous relevant aspects of interest, all extremely topical, and represents a fundamental argument that adults must consciously address. Educators and teachers, parents and students, can all thus enhance their sensitivity and competence with a view to consolidating the reflective practices that are now considered absolutely indispensable for those who live in contact with children and adolescents.

Child development.

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Sympathy --- Child psychology --- Emotions in children --- Social skills in children --- Child development --- Education

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Child development --- Children and adults --- Children --- Intergenerational relations --- Social values --- Congresses --- Congresses --- Language --- Congresses --- Congresses --- Congresses

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Il libro Children’s Minds esce nel 1978. Con un linguaggio semplice, ma supportato da dati di ricerche condotte con rigore metodologico, Margaret Donaldson attacca molti luoghi comuni ispirati alle teorie di Piaget. Come sostiene l’autrice "Nello svolgimento di questo libro, io sostengo che oggi esistono prove che ci costringono a respingere certi aspetti della teoria di Jean Piaget sullo sviluppo intellettuale". Il libro fu quasi subito tradotto in italiano e pubblicato da EMME Edizioni, ma uscì dal commercio molto rapidamente e non fu ristampato. Su questo testo hanno lavorato molti ricercatori nei campi che vanno dalla psicologia cognitiva alla pedagogia alla didattica. Lo stile del libro e la sua scorrevolezza ne fanno in realtà una lettura adatta a un pubblico più vasto. In particolare sono molti gli stimoli e le indicazioni che un insegnante vi può trovare, anche se forse questo testo non ha influenzato tanto quanto avrebbe meritato i sistemi di convinzioni e le pratiche didattiche, almeno in Italia. Molti degli esempi discussi dalla Donaldson riguardano la costruzione dei primi significati matematici (la quantità, il coordinamento dei punti di vista, ecc.), o aspetti trasversali importanti per l’apprendimento della matematica, quali il ruolo del linguaggio e l’attività di soluzione di problemi. È parso quindi opportuno inserirlo in questa collana rivolta a chi insegna matematica: i destinatari naturali sono gli insegnanti che operano nella scuola dell’infanzia e nella scuola primaria e i futuri insegnanti che si stanno preparando nelle facoltà di scienze della formazione, ma la lettura può dare molti spunti di riflessione anche a insegnanti di altri livelli scolari. Per rendere più espliciti i riferimenti e le implicazioni per l’insegnamento della matematica il testo è accompagnato da una postfazione di Maria G. Bartolini Bussi e Rosetta Zan, che illustrano sia alcuni sviluppi successivi dei temi trattati che alcuni esempi di applicazioni a ricerche sperimentali in didattica della matematica.

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