Psycho-pedagogical studies and neuroscience have, over time, produced a paradigmatic change coming to place cognition, action, perception and emotions in a circular relationship, in which the body is an instrument for promoting the integral development of the personality. Starting from the idea that thought is also built according to motor, perceptual and emotional experiences lived, acted and observed, the goal of this contribution is to underline how, from childhood, it is important to trigger processes of assimilation of inclusive action patterns that have been observed, experienced, lived to facilitate, in repetition, the incarnation. In reflecting in a longitudinal perspective, the objective of this contribution is to highlight the preventive and inclusive role pre-eminently played by kindergarten which, more than other orders, has the opportunity to decline the inclusive paradigm through a systemic, integral and real approach. It is necessary to promote the understanding of the inclusive dynamics underlying conscious and unconscious motor actions, emphasizing how, especially in kindergarten, we have the opportunity to promote inclusion not as a utopian goal to be pursued, but as the substratum of all possible relationships.

CORPOREALITY AS A TOOL TO PROMOTE INCLUSION IN KINDERGARTEN

Minghelli V;Perrone R;Palumbo Carmen
2021

Abstract

Psycho-pedagogical studies and neuroscience have, over time, produced a paradigmatic change coming to place cognition, action, perception and emotions in a circular relationship, in which the body is an instrument for promoting the integral development of the personality. Starting from the idea that thought is also built according to motor, perceptual and emotional experiences lived, acted and observed, the goal of this contribution is to underline how, from childhood, it is important to trigger processes of assimilation of inclusive action patterns that have been observed, experienced, lived to facilitate, in repetition, the incarnation. In reflecting in a longitudinal perspective, the objective of this contribution is to highlight the preventive and inclusive role pre-eminently played by kindergarten which, more than other orders, has the opportunity to decline the inclusive paradigm through a systemic, integral and real approach. It is necessary to promote the understanding of the inclusive dynamics underlying conscious and unconscious motor actions, emphasizing how, especially in kindergarten, we have the opportunity to promote inclusion not as a utopian goal to be pursued, but as the substratum of all possible relationships.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4783442
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