The health emergency caused by Covid-19 and the suspension of teaching activities in presence have required a total rethinking of the school system. Kindergarten has been most affected by the consequences of an exclusively remote system. The purpose of this paper is to present the theoretical-empirical premises of a playful-educational software model, the VIEP-app, a user-friendly application, aimed at increasing visual-spatial skills through a cognitive enhancement program that could be used in distance learning experiences. From a methodological point of view, this paper reports the experimental evidence relating to the connection between visual-spatial intelligence and the preschool period, using first and second level studies (systematic reviews or meta-analyzes). The review process made it possible to aggregate the different sources into three thematic areas: (i) the components of working memory; (ii) the exercise on executive functions in visual-spatial tests; (iii) the didactic effectiveness of the cognitive enhancement programs. The paper also concludes with some summary considerations on the possible research trends and their advancements are presented.
Costruire strumenti per lo sviluppo dell’intelligenza visuo-spaziale in età prescolare: il modello software VIEP-app
Rosa Vegliante
;Sergio Miranda
2020
Abstract
The health emergency caused by Covid-19 and the suspension of teaching activities in presence have required a total rethinking of the school system. Kindergarten has been most affected by the consequences of an exclusively remote system. The purpose of this paper is to present the theoretical-empirical premises of a playful-educational software model, the VIEP-app, a user-friendly application, aimed at increasing visual-spatial skills through a cognitive enhancement program that could be used in distance learning experiences. From a methodological point of view, this paper reports the experimental evidence relating to the connection between visual-spatial intelligence and the preschool period, using first and second level studies (systematic reviews or meta-analyzes). The review process made it possible to aggregate the different sources into three thematic areas: (i) the components of working memory; (ii) the exercise on executive functions in visual-spatial tests; (iii) the didactic effectiveness of the cognitive enhancement programs. The paper also concludes with some summary considerations on the possible research trends and their advancements are presented.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
