La lettura ad alta voce condivisa per la democrazia: educare all’intercultura e al rispetto delle differenze. Shared reading aloud for democracy: educating for interculturalism and respecting diversity

In the last thirty years, Europe and Italy have shown a growing interest in the role of educational and school institutions in fostering citizenship competencies. In a globalized and multicultural world, characterized by constant movement of goods and people, the acquisition of active participation in democratic processes becomes increasingly complex and urgent. European and national documents explicitly emphasize the role of schools in promoting democratic citizenship from early childhood, fostering attitudes of reflection, respect for differences, and democracy (Council of Europe, 2017, 2021 e OECD-PISA, 2018). Preschool and school educational paths create contexts and actions that promote respect and coexistence with differences, the negotiation of desires, expectations, opinions, and points of view, and the challenge of stereotypes and prejudices. These educational institutions play a fundamental role in social inclusion and promoting democratic citizenship. The preschool age is particularly crucial for forming social skills, as children begin to develop social competencies through peer relationships. Early childhood is receptive to individual differences, including ethnicity, language diversity, personalities, and disabilities, without attaching value judgments to these differences. Early intervention is essential to promote the sharing of values, attitudes, skills, and critical understandings necessary for democratic citizenship. Among the attitudes to cultivate, openness and tolerance of ambiguity are particularly relevant in early childhood education. Openness involves freedom from prejudice and partisan habits, active listening to multiple perspectives, and willingness to consider alternative possibilities. Tolerance of ambiguity implies accepting multiple viewpoints and interpretations of situations, admitting the legitimacy of others’ perspectives, and being willing to deal constructively with uncertainty (Dewey, 1933). Reading aloud and shared reading, especially with high-quality illustrated books, can effectively promote early childhood learning and development of social, emotional, and cognitive skills. Exposing children to reading early on helps develop receptive and expressive language, cognitive abilities, and executive functions, which influence future literacy learning. Furthermore, reading aloud fosters empathy, critical thinking, and social skills, as children engage in shared experiences and learn to understand and appreciate different perspectives (Cameron, Rutland, 2006; Paluck, Green, 2009; Aboud et alii, 2012; Beelmann, Heinemann, 2014; Miles, Crisp, 2014; Johnson, Aboud, 2017). A careful selection of diverse and high-quality illustrated books can facilitate the acquisition of openness and flexibility. Books that challenge stereotypes and offer multiple representations of characters, stories, and perspectives are beneficial in promoting democratic values. Reading stories that emphasize the recognition and appreciation of differences, as well as those that playfully challenge appearances and reality, helps children develop open-mindedness and cognitive flexibility (Batini, 2022; Calvino, 1993). In conclusion, using shared reading of diverse and high-quality illustrated books can be a valuable tool in early childhood education to promote democratic values and intercultural understanding, fostering open-mindedness and critical thinking in young learners.