INTERAZIONE VERBALE TRA BAMBINI DURANTE LA LETTURA DI UN LIBRO ILLUSTRATO

The purpose of the present research is to study peer interaction, where children read a book together, in order to identify childrens' styles of social co-ordination and strategies of story (re)construction. 56 childrens, from 3 to 5 years of age, 24 interacting in groups of three children and 32 interacting in couple were observed, in the kindergarten they attended. Two styles of social co-ordination were identified: Monologue, in which one child takes upon the role of the narrator and the other just listens to him, acting as the speaker's echo, and Dialogue, where children take turns while telling the story. Monologue-oriented children construct the story by making up Imaginary Events and the using of Frames of Mind, thus creating a coherent sequence. Dialogue-oriented children appear to be more dipendent on the picture book they are "reading": they try to identify the objects/characters represented the pictures, just labelling and describing them.