Bambini medievali. Oggetti, pratiche, documenti

This paper explores a frequently overlooked yet significant aspect of medieval society: children. By analysing educational practices, the study reveals cognitive mechanisms grounded in embodiment, experiential learning, and the purposeful engagement of the senses to nurture religious devotion. It pioneers the use of modern cognitive theories, such as the “Cognitive-Affective Theory of Learning with Media” (CATLM), in historical analysis, identifying medieval instances of “interactive multimodal learning environments”. The focus is on children’s religious objects, practices, and sources from 13th–15th century Italy, with comparisons to similar artefacts from other European regions to address gaps in material evidence. The essay examines a range of objects, from pedagogical tools to devotional works, emphasising how they engaged the senses and shaped the spiritual and intellectual development of children. Ultimately, this paper aims to reintegrate material culture into the study of medieval childhood, illustrating how these artefacts influenced both religious practices and broader social norms.