In-fanzia, esperienza e narrazione. Una prospettiva pedagogica

The article reflects on the pedagogical value of childhood, starting from its meaning as a wordless age, as the etymology of the term suggests. In fact, the infant is the one who is not yet able, despite having the potential, to articulate a full and complete language. Reflecting on this dimension of childhood, it is possible, for pedagogical reflection, to connect the horizon of experience and that of language and show how the formation of subject is constituted through the human potential to narrate the continuous flow of the reality.