Nel seguente lavoro è stato analizzato il significato del dialetto istroveneto e del canto dialettale soffermandosi di più sull’importanza del canto dialettale nel percorso formativo del bambino. Il concetto di canto dialettale è molto vasto ma in questo lavoro ci soffermeremo su quelli che sono i canti dedicati solamente all’infanzia. Questi tipi di canti danno la possibilità ai bambini di soddisfare moltissimi bisogni per un sano sviluppo. Permettono di arricchire la lingua con un ricco bagaglio culturale attraverso i molteplici benefici che porta con sé la musica. Conoscere e mantenere in vita il dialetto istroveneto o offrire il canto al bambino sono due elementi fondamentali che sono stati elaborati dettagliatamente nella parte centrale di questo lavoro. È stato analizzato il concetto di dialetto istroveneto, il suo significato in musica, il suo ruolo oggi con riferimento al futuro. Si parla del bilinguismo del bambino in età prescolare poiché anche il dialetto viene definito come una lingua. Si parla anche del ruolo che hanno le Comunità della minoranza italiana nella penisola istriana per mantenere il dialetto. Per quanto riguarda il canto dialettale, viene trattato il suo aspetto musicale, l’influenza che la musica ha sul bambino nel percorso prescolastico, lo sviluppo del canto durante gli anni trascorsi all’asilo, la storia dei canti dialettali con gli argomenti e le varie finalità. Vengono analizzati quelli che sono i canti dialettali dell’infanzia allegando qualche esempio concreto ancora presente nella realtà quotidiana. Infine, attraverso la ricerca empirica si cerca di capire quanto il canto dialettale sia presente nella vita quotidiana dei bambini, se maggiormente nell’asilo oppure nell’ambiente famigliare.

In the following thesis was elaborated the topic on the importance of dialectal singing in the child's educational path. The work is divided into two parts containing the theoretical part and the empirical research part. The theoretical part is divided into three parts dedicated to the linguistic and musical aspects of the history of the istroveneto dialect; to the musical, pedagogical and didactic aspects in the teaching of popular music and lastly, the various dialect songs present in childhood. In the first part we try to explain the history of dialectal singing, its birth, the change it has undergone over the years and its meaning in music to understand its true importance in the child's educational path. The Italian minority communities is also mentioned since they are an additional institution to the preschool and family environment where dialectal singing could be practiced and past traditions could be maintained through various activities. To understand the true importance of the istroveneto dialect in the linguistic field, it is explained how the mind of a bilingual preschooler works by emphasizing the different abilities of the child. In the second part is addressed the topic of musicality in the child’s educational path and its’ influence on the plastic brain of the child. It doesn’t show benefits only in the musical sphere but also in many other aspects, above all in language. The dialectal singing can offer a singing activity at the child’s level, respecting the vocal possibilities in different age groups with tranquility and repetitiveness. Despite this, through singing it’s possible to deal with a variety of different topics. In the third part the main characteristics of childhood dialectal songs are explained through examples, emphasizing their importance in the educational path since each song makes the child reach a certain goal. As mentioned above, the dialectical songs can have a positive influence on the lexical function such as the acquisition of new words, learning to spell syllables correctly; motor skills are developed through mime and musical games and it influence also the development of emotional and cognitive abilities. Finally, the part dedicated to the empirical research includes the detailed analysis of two questionnaires, one aimed at educators working in pre-school institutions in the Italian language and one aimed at the parents of children in the sections in the Italian language. There are two questionnaires because the main purpose of the research is to understand whether dialectal singing is more present in families or in kindergartens. Both questionnaires were analyzed individually and then compared to draw a conclusion. The research served to take a photograph of the moment on the presence of dialectal singing in the family and preschool. From the answers obtained and from the comparison made it can be observed that dialectal singing is present in both environments but in a poorly organized way, or rather, it is more present in the free games of children than in the activities organized by the educators or in the songs proposed by parents. The research was carried out to urge parents and educators to the problem of the loss of dialect singing based on the questions that require thinking about how important they think dialect singing is and to argument if they think it was more present in the past. From the answers analyzed it can be seen that both parents and educators are aware of the problem of the loss of dialectal singing and believe that it is quite important in the growth of the child but in spite of this, few propose organized dialectal singing activities. From the investigation carried out it can also be noted how many have explained the answer on the dialectal song of the past with arguments that family bonds were very different in the past, the importance of traditions, less digital interference and more singing by adults for children. In conclusion, we can say that it is not enough to be aware that dialectal singing today is less present than in the past but that more dialectal singing activities should be proposed to keep it alive since we have seen the positive sides it has for the child.