1,721,020 research outputs found
The worlds’ game: collective language manipulation as a space to develop logical abilities in a primary school classroom
No full textThis paper presents a Vygotskian research device that focuses on collaborative activities based on the manipulation of linguistic objects in a primary school classroom, with 8–9-year-old children. Through social exchanges among the different points of view, the children were engaged in a dynamic process of building and negotiating mathematical meanings. How the children may become aware of the possibility that the same language can have different interpretations as well as some aspects of the distinction between syntax and semantic is analyzed. The analyzed activity is the “worlds’ game,” the final step of a didactic path based on the construction and manipulation of a procedural language. The content analysis of the elicitation interviews allows to reconstruct children’s reasoning, individually developed during and after the activities. From a qualitative analysis, it emerges how almost all the children reached a good level of awareness and mastery about the possibility that the same language can have different interpretations and, therefore, about some aspects of the difference between syntax and semantics
Psychology in Social Science and Education
No full textThe objective of this chapter is to provide skills in the analysis of the relationship between individual, social, and educational contexts. To do this, some of the theories of context in the literature are examined, which propose different inter- pretative models useful to understanding the relationship between context and human action. In this paper, the concept of context is understood in terms of a complex cultural construct and represents the theoretical-conceptual background of this chapter. Following socio-constructivist theories, it is shown how the mind is influenced by context. Moreover, we provide theoretical-methodological tools that are necessary, in our opinion, to analyze the individual-mind-context relationshi
Handling a language to think together in the classroom: The case of the notion of equivalence
No full textThis paper presents a research design carried out with fourth-grade class children. The study explores both an educational question and some theoretical considerations about the emergence of logical-mathematical modalities of thinking during activities involving collective linguistic handling. The activities are framed in an educational device whose core is the construction and handling by children of a procedural-algebraic language with a constant attention to the rela- tionship between syntax and semantics of that language. The activities focus on appropriation of the equivalence notion, considered by many scholars an important prerequisite for understanding high-level mathematics. The main results show how children, to find solutions to the problematic situation, in interaction and within a safe dialogic space for thinking, handle the linguistic ob- jects. It has been observed that the latter act as psychological tools allowing, in a continuous back and forth between syntax and semantics, children to arrive at an appropriation of the equivalence
Through teachers’ eyes: adaptability and transformations in their practices and relationship with students during COVID-19 pandemic
No full textIntroduction: This research critically and empirically analyzes the intricate
interaction between the transformative impact of the COVID-19 pandemic on
the Italian educational system and the quality of the teacher-student relationship.
The main focus is on the experiences of Italian educators who had to deal with
the upheavals caused by the pandemic within an educational system.
Aim: The primary purpose of this study is to explore (a) how did teachers’
educational practices change during the first lockdown and (b) how did the
teacher-student relationship evolve during the first lockdown from the teachers’
point of view.
Methods: The study uses a qualitative approach through semi-structured
interviews and diary collection (conducted via platforms). Participants are Italian
primary and secondary school teachers aged between 25 and 60.
Results: In this study, the thematic analysis of the content of the interviews
and diaries reveals: the initial responses of educators, the transition to distance
learning, the challenges and potential of virtual education, the students’ evaluation,
future perspectives, and the topic of the relationship with students (particularly
addressed in the diaries).
Discussion: By delving into the transformation of the teacher-student relationship
under extraordinary circumstances, this research enriches the discourse on its
quality, capturing the psychological nuances of learning-teaching experiences,
and uncovers the multifaceted transformations in teaching methodologies, tools,
and assessments
Objects as Communicative Mediators in Children With Autism Spectrum Disorder
Full text linkIn recent years, the socio-material perspective has informed an important
interdisciplinary debate concerning the role of the physical world (i.e., the objects)
in human psychological development. Several studies in the field of developmental
psychology showed positive achievements in explaining the relationship between the
subject and the social context through a socio-material approach, in particular in the
early development. The importance of objects was also recognized in children with
autism spectrum disorder (ASD), showing that these children are characterized by
alterations in the use of the objects from early development. Some studies highlighted
that objects could be a facilitator in the interactions between children with ASD and
peers. However, the role of objects was not sufficiently investigated in interactions
between children with ASD and adults. The main purpose of the present study was
to investigate in children with ASD the communicative function that the activities with
objects assume in the interactions with adults, highlighting the mediator role of objects
in these interactions. More generally, this study also aims to highlight the relevance
of adopting a socio-material perspective to explore some neglected aspects of the
psychological activity of children with ASD. To test this hypothesis, we conducted an
extensive exploratory study, collecting data from a sample of 3-year-old (N = 18; F = 3)
and 4-year-old (N = 26; F = 3) with ASD. Children were observed in a free-play situation
with an adult. They were free to choose an object from a predefined set. Through
quantitative data, we have described the general characteristics of the manipulation
of objects; through qualitative data, we aimed to capture and describe, in microgenetic
sequences, some characteristics of children’s activities, defined as socio-material. The
analysis of the socio-material activities suggested the role of objects as mediator of the
interactions between children with ASD and adults
FROM PERSONAL IDENTITY TO PLURALISM OF INTERCULTURAL IDENTITY: A STUDY ON THE TRANSFERABILITY OF SELF-KNOWLEDGE TO THE MULTICULTURAL SOCIAL CONTEXTS
No full textThis paper analyzes the passage from personal personal identity to multicultural identity. The personal identity of an individual is formed through experience and social activity, is the product emerging dynamic of interpersonal relationships of each person. Today, identity has become synonymous with culture and identity pluralism, as there is a change in one's personal identity in people that living in different socio-cultural contexts. The inter-culture, which is a narrative, contested and negotiated shared, is designed so as transferability from individual aspects to multicultural aspects
Tutorato tra pari e integrazione universitaria della disabilità
No full textIntroduzione
La legge 17/99 ha introdotto un sistema organizzativo maggiormente centrato sullo studente universitario disabile. La nascita della CNUDD (Conferenza Nazionale Universitaria dei Delegati per la Disabilità), nel 2000, ha inteso favorire, inoltre, la partecipazione dello studente disabile alla vita universitaria in maniera attiva, al fine di promuovere e garantire l’elaborazione di strategie di intervento plurime e personalizzate, in relazione a bisogni e situazioni diversificate (Ianes, 2005).
E’ stato anche istituito il tutoraggio tra pari e il tutoraggio specializzato.
Gli studi sul peer tutoring hanno evidenziato che le relazioni tra gli studenti universitari “normodotati” e i colleghi disabili sono generalmente caratterizzate da livelli di disponibilità e accettazione più consistenti di quelli che si osservano generalmente nella scuola dell’obbligo e nella scuola media superiore. Nei processi di integrazione delle disabilità, il peer-tutoring (Gordon, 2005), quale metodo in cui un tutor “esperto”, appartenente ad uno stesso gruppo sociale (ad esempio, come nel nostro caso, di studenti universitari della stessa Facoltà), affianca nei processi di apprendimento un tutee “novizio”, risulta essere particolarmente produttivo, migliorando negli studenti disabili l’autostima, le abilità sociali, il locus of control. Questa relazione, che deve avere di base un’interdipendenza tra i membri (Falchikov, 2012), è capace di agire anche sulla motivazione dei tutee, nonché sull’empowerment di tutor e tutee (Parkin & McKegany, 2000; Colvin, 2007).
Ipotesi ed obiettivi
- Il metodo peer tutoring può facilitare l’integrazione degli studenti universitari con disabilità;
- la condivisione di problematiche tipiche universitarie e le paritarie condizioni di partenza dei peer-tutor e tutee facilitano i reciproci processi di socializzazione.
La nostra attenzione è stata rivolta agli aspetti emotivo-affettivi, di socializzazione e di successo/insuccesso universitario della relazione educativa tutor e tutee.
Partecipanti e metodologia
Hanno preso parte alla ricerca 20 peer tutor della Facoltà di Scienze della Formazione dell’Università degli Studi di Salerno. Alla fine dei sei mesi di attività, essi sono stati sottoposti ad un’intervista semi-strutturata, costruita ad hoc.
Procedure di analisi
La ricerca ha adottato una modalità di analisi quanti-qualitativa, basata sull’interpretazione delle modalità di risposta dei partecipanti. Le interviste sono state trascritte, protocollate ed unificate in un unico corpus testuale. Su questo corpus è stata effettuata l’analisi del contenuto del testo con l’utilizzo del software “T-lab 5.5” (Lancia, 2005).
Risultati
Un elemento rilevante emerso riguarda la funzione del tutor ,che è stato definito come una persona che contribuisce allo sviluppo formativo degli studenti a lui affidati.
Nelle interviste si evidenzia una quasi totale assenza dell’utilizzo dei termini “disabile” e “disabilità”. I tutor sembrano concentrati esclusivamente sulla relazione con i propri tutee e sulle attività da svolgere, tralasciano le questioni correlate alla disabilità. La relazione tutor/tutee appare focalizzarsi su obiettivi comuni e sulle prassi educative da implementare, annullando, in tal modo, la percezione della diversità.
Inoltre, emerge come il tutor sia una persona che sostiene e stimola continuamente, individualizzando al massimo le metodologie di insegnamento/apprendimento, al fine di favorire la crescita dell’autostima dei propri tutee. Tuttavia, questa relazione di apprendimento si attua in un legame affettivo amicale simmetrico, in cui il tutee acquisisce competenze e sicurezza, e parimenti il tutor acquisisce le medesime cose.
Conclusioni
In generale, possiamo affermare che i nostri dati evidenziano come il peer tutoring sia una metodologia adatta a sviluppare una relazione reciproca di competenze, all’interno di una relazione affettiva e simmetrica; l’attività di tutorato tra pari consente il superamento dell’ottica assistenziale relativa alla disabilità, spinge il tutee a “superare se stesso”, facilitandone gli apprendimenti e attivando così la sua “zona di sviluppo prossimale”
TACIT KNOWLEDGE AND OPAQUE ACTION IN THE PROCESSES OF LEARNING AND TEACHING
No full textIn the history of psychology, between the "classic" constructs proposed to account for the different forms of opacity in the way of access to the control of behavior by the individual: the classic Freudian unconscious and psychological automatism, up to the more recent notion of "cognitive automatism" (Perruchet, 1988). This contribution could also be included in the well-known field of study which investigated the role of the processes of grasp of consciousness of what is real by the subject. According to Piaget (1974), awareness constitutes a conceptualization of reality that moves from empirical abstraction (which has to do with the material properties of the objects that are manipulated) to reflective abstraction that is the final stage of a process of a real awareness of the relationships that are established between the subject and the reality in the form of logical-mathematical relations. Moreover, the ways in which the subject becomes aware of the way in which he builds his knowledge and uses it is the central object of the phenomenological perspective and the so-called "Psychophenomenologie" (Vermersch, 2012), which makes a specific use of "elicitation interview techniques," as we try to show in this work, the grasp of consciousness may lead to, in a professional context (and especially in the teaching professions), a reflective process that enhances the awareness of the actors involved in the learning/teaching dynamics and, therefore, can help them identify the errors and distortions that characterise their strategies to solve problems
The Attention to Student Well-Being: The University Psychological Counseling
No full textThis paper aims to investigate the functions of the Counseling Center “M. Cesaro” at the University of Salerno (Italy). We begin with the valuable contribution of Professor Pina Boggi Cavallo, focusing on her involvement in its establishment and her function as a mother sufficiently good (Winnicott, Through Paediatrics to psycho-analysis. Tavistock Publications, London [trad. it. Dalla pediatria alla psicoanalisi, Martinelli, Firenze, 1975], 1958; Play and reality. Tavistok Publications, London [trad. itGioco e Realtà, Armando Editore, Roma, 1974], 1971; Boggi Cavallo & De Marco, Esperienza universitaria e aiuto psicologico: articolazione della domanda. In: Adamo SMG, Valerio P (eds) Psicologi e Medici: esperienze e ricerche in ambito istituzionale, Idelson, Napoli, 1990). Through these examples, the Counseling Center’s current mission is illustrated in relation to the types of users who find themselves in the evolutionary process of identity transition (Zittoun, Cult Psychol 10:131–161, 2006; Learn Cult Soc Interact 3(3):232–236, 2014; Savarese et al., Counseling for the university students. In: Tateo L (ed) Educational dilemmas. Routledge, New York, pp 98–111, 2019a; Br J Guid Couns 47(5):569–578, 2019b). We also discuss the type of intervention, built within a systemic-relational and socio-constructive-culture model, its phases, and the work with the local health service
Sociomateriality in Children with Typical and/or Atypical Development
Full text linkThe idea of sociomateriality mainly originates from the vast area of perspectives on psychological development related to empiricism. In simple terms, it could be said that sociomateriality stresses the contribution of individual and collective experience by putting more emphasis on the role that corporeity, physical contexts, and objects play in the development or emergence of psychological functions. Unfortunately, like any simplification, this one has objective limits. What makes it difficult to establish a unified framework to define sociomateriality, and above all to determine its relationship to psychological development, is first of all an epistemological question that is still the subject of a wide debate in several scientific areas, including philosophy (Searle, 2007) archaeology and material cultures (Malafouris, 2013), ergonomics (Geslin, 2017), anthropology and sociology (Latour, 2005), cognitive sciences (Clark, 2008), psychotherapy (Searles, 1960), developmental psychology (Moro and Rodríguez, 1998; Moro, 2016; Iannaccone et al., 2018) and learning itself (Engeström, 2015; Iannaccone, 2017; Cattaruzza et al., 2019). Within the limited extent of this introduction to the variegated Topic hosted by Frontiers in Psychology, we can identify the heart of the epistemological problem in two fundamental questions: (a) what are the boundaries of the mind with respect to corporeity and the context in which it operates? and (b) what could be the real contribution that artifacts give to the development of psychological functions, particularly learning?
Of course, these two problems not only have an abstract philosophical meaning, but also constitute a real methodological puzzle, because they question the notions of “object of analysis” and “unity of analysis.” To these important problems, researchers have given varied answers that are arranged along an axis with what we could define as “strong sociomateriality” on the one end and “weak sociomateriality” on the other. Concerning the explanations of psychological phenomena, this continuum depends substantially on the more or less decisive role that researchers assign to both the physical characteristics (materialities) of objects or contexts and to the communicative and semiotic interactions between humans and non-humans (social and cultural mediations). Even within this Topic, which is specifically dedicated to the role of objects in psychological development (affective, cognitive, and social), the contributions collected do not refer to a single notion of sociomateriality. On the positive side, these contributions present a rich landscape of theoretical and empirical positions requiring the reader to seriously reconsider sociomateriality in psychology. In summarizing the 14 contributions, we identified some common general aspects of the Topic that can help the reader organize his or her “journey”: Mental activities are not considered as decontextualized and isolated, but are interwoven in the interactions among individuals on one hand and the physical and social worlds on the other; and objects seem to actively contribute to typical and atypical psychological development (cognitive, affective, and social), influencing to several degrees the way that people experience the world. The contributions to the Topic are briefly presented below, organized according to their contribution to the issue of sociomateriality in psychology
- …
