ITALIAN JOURNAL OF SOCIOLOGY OF EDUCATION

The investment on key-competences in last years was one crucial European strategy to face the new challenges of the knowledge society and of the digital convergence and to guarantee the active citizenship and social inclusion. The first answer has been given in Lisbon 2000’s, when eight main objectives have been presented; they were focused on the improvement of skills in educational paths of the main agencies (i.e. school and family). Hence, the digital competence, included in Lisbon strategies, can be interpreted in a double meaning: as basic skill (focused on the digital literacy) as soft skill (focused on the digital learning). Starting from here, this proposal will construct a theoretical description of the digital competency and its impact to socialization processes of pre-adolescents, considering the influence and the strategies applied by agencies of the social capital. This issue will be analysed through the re-reading the capabilities approach by Sen and Nussbaum (2011), according two perspectives: 1. the first is connected to the development of digital competencies during the learning process of preadolescents; 2. the second is focused on the relational and communicative styles of their socializing agencies, that influence the relationship of children with media, with social and cognitive consequences.