L’animazione, gli apprendimenti sociali ed emotivi e gli habits of mind

This chapter presents the preliminary results of field research conducted by Michelangelo Belletti with Vedogiovane and the Catholic University of the Sacred Heart (RELINT) on the impact of animation activities in educational contexts. The research highlights how these often underestimated activities significantly promote social and emotional learning (SEL), going beyond formal content to act on profound aspects of personal development.\r\n\r\nAfter analysing various theoretical models, the study identifies Habits of Mind – a set of 16 cognitive and behavioural dispositions developed by Costa and Kallick – as the most effective tool for designing and evaluating animation interventions geared towards SEL. The experiment involved five after-school programmes, 200 children and 15 educators, organising activities called ‘collective missions’ and ‘individual missions’ to develop macro-skills such as comprehension and courageous thinking.\r\n\r\nThe chapter also shows the connection between animation practices and the CASEL model of SEL (self-awareness, self-management, social awareness, relationship skills and responsible decision-making), and offers practical examples of how to apply the Habits of Mind in the daily work of animators.\r\n\r\nFinally, the research highlights three key learnings that emerged in animation contexts: autonomy, understanding of rules and protagonism. These elements are valued as relevant educational outcomes, capable of making the formative value of animation visible and recognisable, strengthening the motivation of operators and legitimising these spaces as authentic places of learning.