Inclusion and Dialogic Reading

A very interesting and relatively recent aspect, revealed by recent studies on Dialogic Reading, are the benefits brought to the child at the level of inclusion, understood both as the ability to understand and relate to others and as self-enhancement.

Inclusion is a term that has been particularly used in recent times and its importance is very significant. Social inclusion indicates the state of belonging to something, it represents a condition of life in which anyone has ensured a state of equity and identical opportunities, regardless of the presence of diversity, disability or ‘minority’, i.e. inferiority of different numerical gender, psychological, political, social or otherwise.

An open and inclusive approach in the child is a powerful development tool that allows the child, beyond differences and particularities, to see the substance and quality of people and things and therefore to approach positively and constructively to new aspects and ways of life. An inclusive approach teaches the child to dialogue, discover, understand new points of view and, ultimately, to have a broader and more complete vision of life, of behaviors, of solutions to problems.

Dialogic Reading, by its very nature, tends towards an inclusive attitude because it broadens the vocabulary, is based on constant dialogue and stimulates the observation and understanding of new points of view. All this goes to the advantage of an open and comprehensive education.

While Dialogic Reading stimulates, on the one hand, an inclusive attitude on the part of the child towards others, it also allows the child to feel at ease and deal with the sense of inadequacy typical of childhood and adolescence with greater balance.