1,720,991 research outputs found
PSYCHOMOTOR AWARENESS AND HEALTH EMERGENCY. IN SEARCH OF THE BODY IN KINDERGARTEN, DURING COVID-19
No full textLa Scuola dell’Infanzia svolge il fondamentale compito di provvedere alla formazione globale della personalità del bambino, promuovendone lo sviluppo cognitivo, emotivo, sociale, comunicativo, rendendolo progressivamente autonomo, in attuazione del processo di Long Life Learning (TREELLE, 2010). Le consapevolezze di matrice psi- comotoria ed i recenti apporti dell’Embodied Cognition riconoscono il corpo, il gioco, il contesto quali strumenti privilegiati per promuovere il processo formativo e di sviluppo, in una fascia d’età così “assorbente” quale quella dell’infanzia, in termini corporei, cognitivi ed emotivi.
L’attuale emergenza sanitaria ha fortemente compromesso le possibilità educative ed inclusive di questo grado di istruzione ed è necessario che la scuola, nell’attuale situazione emergenziale, progetti un intervento formativo che, a partire dalle consapevolezze circa il ruolo del corpo, delle emozioni e del contesto miri al raggiungimento del benes- sere bio-psico-sociale (OMS, 2001). È indispensabile anche interrogarsi su quali siano gli elementi trasferibili alla didattica, nella duplice possibilità di una didattica in presenza, trasformata alla luce dell’emergenza o di una non au- spicabile, ma possibile, nuova didattica a distanza, LEAD “Legami educativi a distanza” per l’infanzia (Commissio- ne Infanzia Sistema Integrato 0-6, 2020), per rispondere in maniera efficace al mutato e crescente bisogno formativo.The Kindergarten School has got a key role to play in ensuring the overall training of children’s personalities, pro- moting their cognitive, emotional, social and communication development, cognitive, and making them progressively autonomous, in implementation of Long Life Learning process. Psychomotor awareness and recent contributions of Embodied Cognition recognize the body, the game, the context as preferentially selected tools in order to promote education and development in such an “absorptive” age group as children, in body, cognitive and emotional terms. The current health emergency has severely undermined the educational and inclusive possibilities of this level of ed- ucation and it is necessary for schools, in the current emergency situation, to develop training measures that, starting with their awareness of the role of the body, emotions and context, aim at achieving bio-psycho-social well-being (WHO, 2011).
It is also essential to consider what elements can be transferred to teaching, in the dual possibility of a teaching in the presence, transformed by the current emergency or of an undesirable but possible new distance education, LEAD “Distance educational relations for children” (Commission for Children Integrated System 0-6, 2020), in order to respond effectively to the changing and growing educational needs
DISTANCE TEACHING AS A PERFORMATIVE EXPERIENCE
Full text linkThe elements of theatrical representation constitute a non-linear experience embodied in a complex subject of
studies on action and relationship, whose analogies reverberate in other human activities, including teaching (Carlomagno, 2020) which, as a science of design, (Laurillard, 2014), had to reshape its constituent elements in the
health emergency.
Of all the dimensions object of rethinking, one on all has endured an inevitable involution: that of the feedback and
its ability to constitute itself like self-poietic loop (Fischer-Lichte, 2014), implicit to the performative praxis, able to
significantly affect the process of intentional consonance and interpersonal tuning (Gallese, 2007) characterizing
reciprocity in teaching. The present contribution aims to reflect on how the presence can be pursued even in the
distance, in a third space (Potter & McDougall, 2017) that assumes the emotional coordinates of the processes of
empathic tuning, resonance, participation and restitution
Integrated teacher training tools for the promotion of embodied inclusive skills
Full text linkThe complexity of the current scenario in the field of inclusion poses continuous challenges that require teachers a capacity to choose inclusive strategies embodied, constitutive of the teaching action of the teacher (Rivoltella & Rossi, 2017). The processes of university education are changing in consideration of the growing need of the teacher called to face the complexity (Sibilio, 2020) of inclusion also in the light of the dialogue with neuroscience (Kandel, 2008).
The contribution presents the preliminary results of an exploratory study, with the aim of investigating the potential of the constituent elements of the Integrated Teacher Training Embodied based on learners' perceptions (n 111) enrolled in workshops for the support of kindergarten, in which the model was implemented. This recognizes equal dignity to the constructs of cognition, perception/action and emotion and enhances the interaction within cognitive processes. The model promotes an experiential recursive theoretical practical approach, in order to mark somatically (Damasio, 1995) the experience and thus determine «a kind of wisdom derived from the body» (Caruana & Borghi, 2016, p.73)
SELF-EFFICACY AND MOTOR PERFORMANCE: THE IMPACT OF MOTOR-EXPRESSIVE ACTIVITIES IN PRIMARY SCHOOL
No full textThe recent scientific contributions of neuro-pedagogy map learning processes in the light of a
multi-perspective vision that, recognising the existence of a circular dialogue between cognitive,
experiential and bodily narrative dimensions (Damasio, 1995; Gallese et al., 2006; Glenberg, 2008;
Barsalou, 2010; Caruana & Borghi, 2016), return centrality to the body in action in terms of increasing
perceived self-efficacy and intrinsic motivation (Brambilla et al., 2010; Biddle et al., 2019; Errisuriz et al.,
2018). The need to acquire a holistic view of the educational process in the context of Physical Educational
practices and the search for methodological practices and variants that can become the crossroads of
interdisciplinary dialogues (Colella et al., 2020), meet the assumption that the sense of self-efficacy
influences both motivation and behaviour, as well as the ability to cope with challenges and to adopt
proactive attitudes (Bandura, 1997; Schunk & Pajares, 2009). This study investigates, with reference to age
group, gender and learning context (school/dance), the relationship between self-efficacy and motor
performance in developmental age. The aim is to consider how and according to which theoretical and
practical assumptions motor-expressive activities can fit into first-cycle schools, in order to effectively act
in the horizontal and vertical curriculum, by enhancing the development of fields of experience and
competences. The study involved a convenience sample of 248 children between the ages of 8 and 10,
(M=75; F=174), selected by non-probabilistic sampling. The first group was provided with experiential
paths of expressive movement and yoga, and a second group was offered traditional Physical Education
practices. The results, investigated through the administration of the self-report PSP_C (Children's
Self-Efficacy Scale) (Colella et al., 2008), show that a correct disposition of the body's musculoskeletal
structures in relation to the force of gravity and the efficient and enunciative movements enabled by the
prompting of the proprioceptive mechanisms of the body scheme in stasis and dynamics, promoted an
increase in perceived self-efficacy in the group that practiced motor/expressive activities. This confirms
that self-efficacy develops through direct experience and meaningful learning and could be a determining
factor for personal growth and general well-being (Zimmerman, Cleary 2006). The educational approach
declined in movement-expressive practices (Pallonetto, 2023), experiential anatomy (Olsen, Tolja, 1994),
ideokinesis (Bernard et al. 2021), yoga (Bazzano et al. 2018) and educational dance (Palumbo, 2024), implemented the dimension of feeling and body awareness by opening the channels of somatic memory and sense-motor intelligence
BIO-PSYCHO-SOCIAL APPROACH TO MOTOR-SPORT ACTIVITIES IN EDUCATIONAL FIELD: A MULTIDIMENSIONAL FUNCTIONING
Full text linkPhysical activity and sport are not only a form of disease prevention and way to reduce sedentary lifestyle, but they
become the essential sine qua non conditio to achieving bio-psycho-social well-being. According to recent neuroscientific studies, they contribute to the integral growth of the person, involving a series of elements, biological,
psychological and social. Through a parallelism with the ICF, this contribution aims to frame sport in a bio-psycho-social perspective. The integrated analysis of these three dimensions, will highlight the need to overcome the
reductionism of the individual components, taking advantage of the usefulness of a multidimensional approach,
considering the global functioning of the individual in the environment, in activity and participation (WHO, 2001;
2007). Neurosciences intend to explain how «our brain represents, imitates, learns, plans, orders, controls, and performs motor activity, as well as an organized complex of movements, acts and actions» (Mandolesi, 2012, p. 26).
This integrated perspective, applied in educational field, could provide an in-depth reading key, highlighting aspects
often hidden within the dynamic and non-linear trajectories typical of motor-sport activities, promoting more effective personalized educational planning
SELF-EFFICACY AND MOTOR PERFORMANCE: THE IMPACT OF MOTOR-EXPRESSIVE ACTIVITIES IN PRIMARY SCHOOL
No full textThe recent scientific contributions of neuro-pedagogy map learning processes in the light of a
multi-perspective vision that, recognising the existence of a circular dialogue between cognitive,
experiential and bodily narrative dimensions (Damasio, 1995; Gallese et al., 2006; Glenberg, 2008;
Barsalou, 2010; Caruana & Borghi, 2016), return centrality to the body in action in terms of increasing
perceived self-efficacy and intrinsic motivation (Brambilla et al., 2010; Biddle et al., 2019; Errisuriz et al.,
2018). The need to acquire a holistic view of the educational process in the context of Physical Educational
practices and the search for methodological practices and variants that can become the crossroads of
interdisciplinary dialogues (Colella et al., 2020), meet the assumption that the sense of self-efficacy
influences both motivation and behaviour, as well as the ability to cope with challenges and to adopt
proactive attitudes (Bandura, 1997; Schunk & Pajares, 2009). This study investigates, with reference to age
group, gender and learning context (school/dance), the relationship between self-efficacy and motor
performance in developmental age. The aim is to consider how and according to which theoretical and
practical assumptions motor-expressive activities can fit into first-cycle schools, in order to effectively act
in the horizontal and vertical curriculum, by enhancing the development of fields of experience and
competences. The study involved a convenience sample of 248 children between the ages of 8 and 10,
(M=75; F=174), selected by non-probabilistic sampling. The first group was provided with experiential
paths of expressive movement and yoga, and a second group was offered traditional Physical Education
practices. The results, investigated through the administration of the self-report PSP_C (Children's
Self-Efficacy Scale) (Colella et al., 2008), show that a correct disposition of the body's musculoskeletal
structures in relation to the force of gravity and the efficient and enunciative movements enabled by the
prompting of the proprioceptive mechanisms of the body scheme in stasis and dynamics, promoted an
increase in perceived self-efficacy in the group that practiced motor/expressive activities. This confirms
that self-efficacy develops through direct experience and meaningful learning and could be a determining
factor for personal growth and general well-being (Zimmerman, Cleary 2006). The educational approach
declined in movement-expressive practices (Pallonetto, 2023), experiential anatomy (Olsen, Tolja, 1994),
ideokinesis (Bernard et al. 2021), yoga (Bazzano et al. 2018) and educational dance (Palumbo, 2024),
implemented the dimension of feeling and body awareness by opening the channels of somatic memory
and sense-motor intelligence
Il ricorso al video nella formazione del docente della scuola dell’infanzia per la costruzione di competenze inclusive incarnate
No full textCognitive sciences and neuroscientific landings allow to support the existence
of a circular dialogue between perception, action, emotion and cognition and
their ability to influence and strengthen each other in the process of knowledge. These
considerations are unavoidable, so they can and must have many impacts on teacher
training. In particular, the training of support teachers requires cognitive reflections
that are closely linked to experiential content, information, and body representations,
that are capable of narrating effective and inclusive interpersonal relationships. After
a description of the Embodied based constructs, that formed the basis of the training
model, this contribution discusses about the treatment of the literature in support of
the use of video both as an embodied training tool, designed to promote the centrality
of the body in the processes of observation and simulation of inclusive strategies;
and as a means of “narration” of effective and real inclusive processes, capable of having
a positive impact on the perception of disability and its functioning. The undertaking
of experiential and emotional body dimensions in training is an essential element,
in order to promote, the construction of crossmodal skills of the teacher (corporealemotional-
empathic) for the structuring of real inclusive processes and contexts in the
classroom
Formazione Integrata dei docenti come strumento di promozione di competenze inclusive incarnate
No full textAttività motorie inclusive e sviluppo delle life skills in ambito educativo
Full text linkNel documento “Life skills education in school” (1994), l’OMS sottolinea il ruolo fondamentale degli ambienti di formazione, istituzionali e non, nella promozione della salute in un’ottica inclusiva, considerata il risultato di un coinvolgimento globale dell’individuo in chiave bio-psico-sociale, anche attraverso l’acquisizione delle like skills.
Il presente contributo si propone di sottolineare il ruolo privilegiato delle attività motorie che, più di altre discipline, offrono l’occasione di coinvolgere globalmente i soggetti dell’apprendimento, ponendoli in situazioni di interazione diretta, di vicinanza e di condivisione di spazi e regole, che richiedono capacità comunicative, risolutive e di relazione proprie di contesti sociali più ampi. Emerge da tale prospettiva, l’efficacia inclusiva dell’educazione fisica, definita “disciplina cerniera” tra gli ambiti cognitivo, sociale, culturale e affettivo (Indicazioni Nazionali 2012-2018), che promuovono implicitamente l’acquisizione di competenze per la vita, immergendo il soggetto dell’apprendimento in una posizione di assoluta centralità e di interscambio con l’ambiente e con gli altri.In the document “Life skills education in school” (1994), the Global Organization of Healtcare underlines the fundamental role of educational environments, both institutional and not-institutional, in the promotion of health in aninclusive perspective, as result of a global involvement of the individual in bio-psycho-social view, also through theacquisition of like skills.
This paper aims to highlight the fundamental role of motor activities which, more than other disciplines, offer theopportunity to involve pupils in learning globally, placing them in situations of direct interaction, proximity andsharing of spaces and rules, that require communicative, resolutive and relational skills such as in broader socialcontexts.Emerges from this perspective the inclusive effectiveness of phisycal education, dened as the “hinge discipline” between the cognitive, social, cultural and affective dimensions (National Indications 2012-2018), which implicitly promote the acquisition of skills for life, involving the student in a position of absolute centrality and interchangewith others and the environmen
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