From seggiolini to discussione: the generation and extension of peer culture among Italian preschool children

Abstract

In this paper the origins and development of peer culture are charted through the identification and analysis of children's peer routines in the Italian asilo nido and scuola matema. In the asilo nido the children produced several primarily nonverbal play routines which had identifiable participant structures and were produced consistently over the course of the school year. In the scuola matema the children produced a variety of both verbal and nonverbal routines. The authors give a detailed analysis of one routine, the children's construction and participation in verbal debate or discussione. They then compare features of the routines in the asilo nido and scuola matema in an attempt to capture the origins and development of peer culture in the Italian preschool educational system.