Un approccio Embodied nella scuola dell’infanzia. Lo sviluppo del bambino tra pensiero creativo in azione e movimento e abilità grosso-motorie

In recent decades, scientific studies, which revalue the role of corporeality as a cognitive, affective and relational device, have significantly increased; this re- search area is at the center of interests from different disciplines with positive effects in the educational field. According to the achievements of the Embodied perspective, it is interesting to understand if and how promoting the development of creative potential, through an approach that takes these evidences into account, could have posi-tive repercussions on the child’s divergent ideational skills, also in learning sit-uations. In this direction, this study aims to provide a descriptive analysis of motor cre-ativity and gross-motor skills in a group of children. Specifically, the analysis is aimed to investigate whether there is a positive correlation between creative abil-ity in action and movement and gross-motor quotient. The selection of the research tools was carried out by identifying two validated tests, which use the observational methodology: the test to evaluate creative thinking in action and movement and the test to evaluate the gross-motor de-velopment. The data were analysed by ANOVA, the T-Student Test and the correlation analysis between the various variables. In particular, a statistically significant correlation emerges between TCAMIndex and TGMDIndex with p <.005 and r=.71 in the group six years. According to literature, the study offers interesting results about the hypothesis of greater use of Embodiment in the educational field and offers new perspectives to didactic research aimed at better recognizing of body effectiveness/value.