Assemblies: mixed methodologies for the participatory survey on preschool reading

Abstract

How do young children read? In which ways and postures? What moments do they dedicate to reading? What preferences do they have? At the time of a widespread diffusion of digital books, it is be useful to reason about the meaning of reading, which for children is not only a cultural mean but it is also a type of relationship, growth and pleasure. Extensive surveys and quantitative methods don’t always grasp all the aspects of this social and emotional experience. At the same time, the peculiarities of the preschool age together with the complexity of this matter  require less  invasive data collection methods and various forms of surveys. This article will review some problematic examples of surveys concerning children’s reading (Istat, Censis) and a number of past survey methodologies that can provide useful tools to analyze the current situation (Chamboredon-Fabiani). Finally the paper offers a methodological proposal which is intended to present the main elements behind the phenomenon of reading in preschool age.