Il ruolo del corpo nella didattica: Riflessioni scientifiche ed aree di applicazione

The aim of this study is emphasize the important of corporeality within didactis. Neurodidactics identifies the relationship between the internal processes and the dynamics of the body movement, which identifies improvements in learning due to brain plasticity, making an important contribution to a didactic and disciplinary perspective by emphasizing the importance of knowledge acquisition through new ways of understanding environment, school organization andnew considerations of the subjects as teachers and students.The body-manipulative activities represented a cornerstone of the activist position which, in the first half of the 20th century, created new scenarios for the didactics, by drawing more and more inspiration from the learning models that could enhance the natural disposition of the child “to act”, recognizing in the movement and action the preparatory function for the development of thought.In this perspective, our interest is to destructuralize the current school that is at a standstill and limited to goals, and apply a global, experiential and dynamic didactics that considers education in its etymological meaning by stimulating the possibility of developing individual skills considering the resources of every student, motivating them to unleash their creative mind by opening it up to curiosity and to the discovery of new knowledge acquired with all of their body.Lo scopo di questo studio è di sottolineare l’importanza della corporeità nella didattica.La neurodidattica identifica il rapporto tra i processi interni e le dinamiche del movimento corporeo, il quale identifica un’amplificazione migliorativa dell’apprendimento in visione della plasticità cerebrale, dando un importante contributo ad una prospettiva didattica e disciplinare mettendo in risalto l’importanza dell’acquisizione della conoscenza attraverso nuove modalitàdi intendere l’ambiente, l’organizzazione scolastica e nuove considerazioni nei confronti dei soggetti nel suo essere docenti e discenti.Le attività corporeo-manipolative infatti hanno costituito uno dei fondamenti della posizione attivista che, nella prima metà del Novecento, aveva creato nuovi scenari per la didattica, ispirandosi sempre più a modelli di apprendimento che valorizzassero la naturale disposizione del bambino “al fare”, riconoscendo nel movimento e nell’azione una funzione propedeutica per lo sviluppo del pensiero.In tale ottica il nostro interesse è quello di destrutturare l’attuale scuola ferma e limitata ad obiettivi, applicando una didattica globale, dinamica ed esperenziale che consideri l’educazione nel suo significato etimologico stimolando la possibilità di sviluppare capacità individuali considerando le risorse di ogni studente, motivandolo a liberare la propria mente creativa aprendola alla curiosità ed alla scoperta di nuove conoscenze recepite con la totalità del corpo

The role of body in didactis: Scientific reflections and areas of application

The aim of this study is emphasize the important of corporeality within didactis. Neurodidactics identifies the relationship between the internal processes and the dynamics of the body movement, which identifies improvements in learning due to brain plasticity, making an important contribution to a didactic and disciplinary perspective by emphasizing the importance of knowledge acquisition through new ways of understanding environment, school organization and new considerations of the subjects as teachers and students. The body-manipulative activities represented a cornerstone of the activist position which, in the first half of the 20th century, created new scenarios for the didactics, by drawing more and more inspiration from the learning models that could enhance the natural disposition of the child “to act”, recognizing in the movement and action the preparatory function for the development of thought. In this perspective, our interest is to destructuralize the current school that is at a standstill and limited to goals, and apply a global, experiential and dynamic didactics that considers education in its etymological meaning by stimulating the possibility of developing individual skills considering the resources of every student, motivating them to unleash their creative mind by opening it up to curiosity and to the discovery of new knowledge acquired with all of their body

Analisi dell’impatto di didattica destrutturata sulla comunicazione sociale nell’infanzia

In recent years, the world of scientific research has opened up to new scenarios of didactic intervention, in view of developing, since the pre-school period, social-communicative skills. In this regard, the evidence shows the importanceto the use of engaging, interactive, cooperative and experiential activities, that stimulate the natural desire for learning. A potential is recognized in them on the cognitive, relational, social and expressive level, because through this channel the child uses and perfects his verbal and non-verbal languages, creating the conditions for a better use and production of communication. The approach of Educational Neuroscience (EN) shows a clear framework of the links between social and relational competences on the one hand, and cognitive domains on the other, in a vision of didactic experience that shapes the processes underlying cognitive abilities. The Activity Based Intervention (ABI) is an approach used in early childhood programs to incorporate more effective teaching strategiesinto a child’s daily activities, orienting a naturalistic teaching method that occurs in a usual context such as the preschool classroom. The use of the ABI approach has shown an increase in social competence following the incorporationof social objectives within the educational program. The analysis of this work carried out a statisticalpsychometric comparison of verbal and non-verbal behavior, in children between the ages of 3 and 6, involved in structured and destructured teaching activities (museum education) to highlight the impact of the latter, in learning social skills and analyzing their differences.Negli ultimi anni, il mondo della ricerca scientifica si è aperto a nuovi scenari di intervento didattico, nella considerazione di sviluppare, fin dal periodo prescolare, capacità socio-comunicative. In relazione a ciò, le evidenze dimostrano che appare funzionale l’impiego di attività coinvolgenti, interattive, cooperative ed esperienziali, che stimolano il naturale desiderio di apprendimento. Si riconosce in esse un potenziale sul piano cognitivo, relazionale, sociale ed espressivo, in quanto attraverso tale canale il bambino utilizza e perfeziona i suoi linguaggi verbali e non verbali, creando le condizioni per una migliore fruizione e produzione della comunicazione. L’approccio delleNeuroscienze Educative (EN) mostra un quadro chiaro dei legami tra competenze relazionali e sociali da una parte, ed ambito cognitivo dall’altra, in una visione di esperienza didattica che plasma i processi sottostanti le abilità cognitive.L’ Activity Based Intervention (ABI) è un approccio utilizzato nei programmi della prima infanzia volto ad incorporare più efficaci strategie didattiche nelle attività quotidiane di un bambino, orientando un metodo di insegnamentonaturalistico che si verifica in un contesto consuetudinario come l’aula prescolare. L’utilizzo di un approccio ABI ha mostrato un aumento della competenza sociale a seguito dell’incorporazione di obiettivi sociali all’internodel programma didattico. L’analisi compiuta in questo lavoro ha effettuato una comparazione statisticopsicometrica dei comportamenti verbali e non verbali, in bambini di età compresa tra i 3 ed i 6 anni, coinvolti in attività didattiche strutturate e destrutturate (didattica museale) per evidenziare l’impatto di quest’ultime nell’apprendimento di abilità sociali e per analizzarne le differenze

La leadership scolastica nell’aspetto trasformazionale con una visione olistica ed etica rispetto ad un approccio di tipo mindfulness

Educational Leadership in the school has had undergone many changes. InItaly with the Law n. 107 of 2015 was changed the figure of the manager becausethe school has become similar to a private Company, where the studentis centric exactly like a customer. In this study it would like to investigatethe aspect of mindfulness leadership in education, linking her to ethicsand to a holistic approach to be, on the whole, a big way to the necessarytransformational leadership that the new rules needs, which require effectiveand efficient management. of the school in all aspects, managerial andpedagogical.La leadership nel mondo della scuola ha subito molti cambiamenti. L’Italiacon la Legge n. 107 del 2015 ha cambiato la figura del manager, portandoloa dover considerare tutti gli aspetti della scuola divenuta azienda, con alcentro lo studente che ne è a tutti gli effetti il cliente. In questo studio si èvoluto indagare sull’aspetto della mindfulness nella leadership scolasticalegandola all’etica e ad un approccio olistico per essere, nel complesso, unagrande strada verso la necessaria leadership trasformazionale imposta dallenuove regole, che richiedono una gestione efficace ed efficiente dellascuola sotto tutti gli aspetti, gestionali e pedagogici

Benefits of glucocorticoids in non-ambulant boys/men with Duchenne muscular dystrophy: A multicentric longitudinal study using the Performance of Upper Limb test

The aim of this study was to establish the possible effect of glucocorticoid treatment on upper limb function in a cohort of 91 non-ambulant DMD boys and adults of age between 11 and 26 years. All 91 were assessed using the Performance of Upper Limb test. Forty-eight were still on glucocorticoid after loss of ambulation, 25 stopped steroids at the time they lost ambulation and 18 were GC naive or had steroids while ambulant for less than a year. At baseline the total scores ranged between 0 and 74 (mean 41.20). The mean total scores were 47.92 in the glucocorticoid group, 36 in those who stopped at loss of ambulation and 30.5 in the naive group (p <0.001). The 12-month changes ranged between -20 and 4 (mean -4.4). The mean changes were -3.79 in the glucocorticoid group, -5.52 in those who stopped at loss of ambulation and -4.44 in the naive group. This was more obvious in the patients between 12 and 18 years and at shoulder and elbow levels. Our findings suggest that continuing glucocorticoids throughout teenage years and adulthood after loss of ambulation appears to have a beneficial effect on upper limb function. (C) 2015 The Authors. Published by Elsevier B.V

Timed rise from floor as a predictor of disease progression in Duchenne muscular dystrophy: An observational study

The role of timed items, and more specifically, of the time to rise from the floor, has been reported as an early prognostic factor for disease progression and loss of ambulation. The aim of our study was to investigate the possible effect of the time to rise from the floor test on the changes observed on the 6MWT over 12 months in a cohort of ambulant Duchenne boys.A total of 487 12-month data points were collected from 215 ambulant Duchenne boys. The age ranged between 5.0 and 20.0 years (mean 8.48 ±2.48 DS).The results of the time to rise from the floor at baseline ranged from 1.2 to 29.4 seconds in the boys who could perform the test. 49 patients were unable to perform the test at baseline and 87 at 12 month The 6MWT values ranged from 82 to 567 meters at baseline. 3 patients lost the ability to perform the 6mwt at 12 months. The correlation between time to rise from the floor and 6MWT at baseline was high (r = 0.6, p<0.01).Both time to rise from the floor and baseline 6MWT were relevant for predicting 6MWT changes in the group above the age of 7 years, with no interaction between the two measures, as the impact of time to rise from the floor on 6MWT change was similar in the patients below and above 350 m. Our results suggest that, time to rise from the floor can be considered an additional important prognostic factor of 12 month changes on the 6MWT and, more generally, of disease progression

Reliability of the Performance of Upper Limb assessment in Duchenne muscular dystrophy

Abstract The Performance of Upper Limb was specifically designed to assess upper limb function in Duchenne muscular dystrophy. The aim of this study was to assess (1) a cohort of typically developing children from the age of 3 years onwards in order to identify the age when the activities assessed in the individual items are consistently achieved, and (2) a cohort of 322 Duchenne children and young adults to establish the range of findings at different ages. We collected normative data for the scale validation on 277 typically developing subjects from 3 to 25 years old. A full score was consistently achieved by the age of 5 years. In the Duchenne cohort there was early involvement of the proximal muscles and a proximal to distal progressive involvement. The scale was capable of measuring small distal movements, related to activities of daily living, even in the oldest and weakest patients. Our data suggest that the assessment can be reliably used in both ambulant and non ambulant Duchenne patients in a multicentric setting and could therefore be considered as an outcome measure for future trials

L'importanza dell'attività fisica per il raggiungimento del benessere fisiologico, psicologico e nelle relazioni sociali in soggetti con sclerosi multipla

Il portatore di disabilità è generalmente un soggetto svantaggiato nella società moderna, ma negli ultimi decenni, partendo da un'intuizione del dott. Ludwig Guttman, il mondo dell'handicap sta subendo profondi cambiamenti. Con il passare dei decenni l'idea di sport e di attività fisica come "Terapia" è riuscito sempre più a trovare una definizione e uno spazio istituzionale. Anche il concetto di disabilità ha raggiunto un più ampio respiro, infatti contempla difficoltà di funzionamento della persona sia a livello personale che nella partecipazione alle attività sociali. Ad oggi quindi l'attività fisica e lo sport possono affiancarsi al processo riabilitativo ed educativo, contribuendo a migliorare la salute fisica, la qualità della vita, valorizzando l'individuo attraverso l'azione consapevole e antropologicamente giustificata dell'intervento educativo-relazionale annesso. In questo articolo tratteremo in particolare il caso dei soggetti con sclerosi multipla