The educational need of the contemporary school context is etiologically differentiated, multi- form and special. This requires planning didactic interventions for each and every one, which consider the difficulties and recognize the excellence of the individual. It is not possible to think of a multiplied and shattered didactic on individual students, much less would be a unique and homologous didactic that does not recognize the differences (Gomez Paloma et alii, 2015). It is necessary to identify teaching tools that are transversal to the differences, which everyone can reach, guaranteeing anyone the achievement of bio-psycho-social well-being (WHO, 2002). Psycho-pedagogical studies and neurosciences affirm that the body and emotions perform an implementation function of learning, influencing “[...] the cognitive, the thought, the decisions, the motivations, the spirit of initiative and autonomy” (Oliverio, 2009). Furthermore, collabora- tion in a tutoring relationship is an incredible learning oppurtunity, useful to all those involved, even for endangered students (Ianes, 2005). In a continuity between school level that takes on the characteristics of circularity, in other words allows to return to the body in and for learning, the aims of this paper is to combine together the potential of Embodied Centered games and the Tutoring benefits, as strategies bearing the same founding values.

L’intelligenza non siede solo nei banchi!” Il gioco senso-motorio nella prospettiva Embodied Centred e i Bisogni Educativi Speciali

Palumbo C.
;
Minghelli V.;Pallonetto L.
2020

Abstract

The educational need of the contemporary school context is etiologically differentiated, multi- form and special. This requires planning didactic interventions for each and every one, which consider the difficulties and recognize the excellence of the individual. It is not possible to think of a multiplied and shattered didactic on individual students, much less would be a unique and homologous didactic that does not recognize the differences (Gomez Paloma et alii, 2015). It is necessary to identify teaching tools that are transversal to the differences, which everyone can reach, guaranteeing anyone the achievement of bio-psycho-social well-being (WHO, 2002). Psycho-pedagogical studies and neurosciences affirm that the body and emotions perform an implementation function of learning, influencing “[...] the cognitive, the thought, the decisions, the motivations, the spirit of initiative and autonomy” (Oliverio, 2009). Furthermore, collabora- tion in a tutoring relationship is an incredible learning oppurtunity, useful to all those involved, even for endangered students (Ianes, 2005). In a continuity between school level that takes on the characteristics of circularity, in other words allows to return to the body in and for learning, the aims of this paper is to combine together the potential of Embodied Centered games and the Tutoring benefits, as strategies bearing the same founding values.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4748511
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