La ninna nanna e le attività di cura per l'educazione e lo sviluppo dei bambini e delle bambine

Abstract

This reflection aims to illustrate the Lullaby as an important ritual activity by caregivers for the emotional and cognitive development of the child (Imberty, 2000, pp. 449-462). The memory of specific experiences and their spatial and temporal contextualization are the basis for the construction of authentic structures of knowledge (Cambi, 2006). Ritual activities, like the use of Lullabies also represent a possible shared educational instrument, thus constituting the educational alliance between parents and educators (Annacontini, 2010). The lullaby is one of the oldest rituals in the history of music and education (Delalande, 1995, Baroni, 1997). Early records indicate that the lullaby also embraces the synchronic, specific and privileged communicative and narrative character between adult and child (Acone, 2017), which Stern (1998, 2008) asserts to occur from the baby’s ninth month, and which he describes as the ideal means to achieve the intersubjective participation of affections and emotions. Repetition plays an important constructive role in the Lullaby and variation is mostly achieved by the improvisation of the performer – the communicative interaction using the Lullaby (singing) plays a fundamental role in the early communication between child and the parent/caregiver. This is expressed through the simplest and most common musical practice: singing (La Face Bianconi, 2011). Singing the child to sleep in an environment where he feels safe and secure, represents an important, yet complex behavioural element of a child’s ability to form meaningful relationships – relationships characterized by trust and wellbeing (Minerva, F. P., & Frabboni, F. 2014). The rituals to make them fall asleep (even at home), the routines, as well as the presence of transitional objects (reassuring and related to everyday life like dolls, teddy bears, pieces of clothing) (Winnicott, 1986, 2012), are tools for the child to enter into a relationship of trust with the caregiver, all expressive and important signs that the child feels safe within his environment (De Serio, 2012). The condition of sleep indicates the child’s acceptance of his new environment and situation and constitutes the presence of trust and security – a condition of readiness for peace of mind and sleep (Sharmahd, N., Stradi MC. 2009). Sleep, an omnipresent element in generating energy, necessary for physical growth and development, is an important element throughout the life of the child, as well as of adult (Ulivieri & Dozza, 2016), through positive memories of sleep, and falling to sleep, the child learns and assimilates important experiences that translates and transforms into valuable knowledge and skills, in music, too.