Clicca qui per scaricare

La communication non verbale avec les élèves immigrés. Une étude comparative
Titolo Rivista: CADMO 
Autori/Curatori: Francesca Corradi 
Anno di pubblicazione:  2013 Fascicolo: Lingua: Italiano 
Numero pagine:  16 P. 63-78 Dimensione file:  250 KB
DOI:  10.3280/CAD2013-001005
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più:  clicca qui   qui 


Paul Watzalwick’s research shows that non-verbal communication represents an essential element in social contact among individuals. In the study carried out in 2009-2010 the relation patterns between pre-school teachers and immigrant children or children of families emigrated to Avignon, a French city, and to Reggio Emilia, an Italian city, were investigated. The purpose of this article is to cast light on the different interaction patterns of educators with children as far as to the different education contexts in which they normally operate. The analysis performed aimed to study the relation between two variables through the calculation of Spearman’s rank correlation coefficient and the analysis of variance (Mann-Whitney and Kruskal-Wallis tests). The use of various analysis tools, such as Likert-type scale questionnaire, participant observation and semi-structured interview, allowed data triangulation. The analysis highlighted statistically significant differences in physical contact between teachers and children in relation to the location of the school, that is suburban vs. centre city schools, ratio of immigrant children and cities, Avignon/Reggio Emilia.


Keywords: Pre-school, France, Italy, non-verbal communication, comparative study

  1. Amadieu, J.F. (2005), Le Poids des apparences. Beauté, amour et gloire, Paris: Odile Jacob.
  2. Barbaranelli, C., Natali, E. (2005), I test psicologici: teorie e modelli psicometrici, Roma: Carocci.
  3. Barrier, G. (2011), La communication non verbale. Compredre les gestes: perception et signification, Issy-les-Moulineaux: ESF.
  4. Bondioli, A. (2002), Il tempo nella quotidianità infantile. Prospettive di ricerca e studio di casi, Azzano San Paolo (BG): Junior.
  5. Castel, R. (2007), La discrimination négative. Citoyens ou indigènes?, Paris: Éditions du Seuil et La République des Idées.
  6. Corradi, F (2012), “Est-il possible de définir un profil plus efficace? Comparaison entre enseignants français et italiens”, Cadmo, XXI, 1, pp. 65-94.
  7. Flanders, N.A. (1967), “Teacher Influence in the Classroom”, in Amidon, E.J., Hough, J.B., Interaction Analysis. Theory, Research and Applications, Reading: Addison-Wesley, pp. 103-116.
  8. Goffman, E. (1963), Behavior in Public Places; Notes on the Social Organization of Gatherings, New York: Free Press of Glencoe.
  9. Mantovani, S. (1998), La ricerca sul campo in educazione. I metodi qualitativi, Milano: Mondadori.
  10. Nunnally, J.C., Bernstein, J.H. (1994), Psychometric Theory (3ème édition), New York: McGraw-Hill.
  11. Vertecchi, B. (1993), Decisione didattica e valutazione, Firenze: La Nuova Italia.
  12. Vygotskij, L. (2003), Pensiero e linguaggio, Bari: Laterza.
  13. Watzlawick, P. Beavin, J.H., Kackson, D.D. (1971), Pragmatica della comunicazione umana. Studio dei modelli interattivi delle patologie e dei paradossi, Roma: Astrolabio.
  14. Winkin, Y. (1996), Anthropologie de la communication. De la théorie au terrain, Paris: De Boeck Université.

Francesca Corradi, in "CADMO" 1/2013, pp. 63-78, DOI:10.3280/CAD2013-001005

   

FrancoAngeli è membro della Publishers International Linking Association associazione indipendente e no profit per facilitare l'accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche