THE INFLUENCE OF COLOURS ON EMOTIONAL MEMORY: HOW COLOURS CAN IMPROVE LEARNING IN PRIMARY SCHOOL CHILDREN

This research investigates whether colours could improve memory performance and therefore the learning process in primary school children.Research has amply demonstrated how an emotional stimulus is codified and recalled more quickly; furthermore positive emotions make memorization easier than neutral and negative ones; other studies have reported how certain colours elicit certain emotions and therefore coloured stimuli can improve their memorization.It is a quantitative experimental research where were administered questionnaires and tests to a sample of 72 primary school subjects; then were compared the coloured words remembered to the neutral ones.Therefore, using colours that lead to positive emotions can help children to memorize the stimuli as the amygdala intervenes in the mnestic process.This would improve the learning process of children and in particular could become a valuable resource for those children who present a DSA

PANDEMIC CRISIS AND EATING BEHAVIOUR IN SCHOOL AGE CHILDREN: PILOT STUDY AND ANALYSIS OF THE IMPACT

This research wants to evaluate the possible repercussions that the pandemic period has produced on the eating behaviours of children aged between 8 and 11 years.The time of the meal plays a fundamental role in the life of each of us. It is linked to the satisfaction of a physiological need, but also to a psychological and social one. Food is therefore a means by which individuals implement, even unconsciously, their communication strategies, satisfy their needs and live their emotions.Because of the pandemic, schools have also had to implement new containment measures and, as a result, meal times have changed significantly. The sample, made up of 90 children from a primary school in Rome, showed the presence of 90% critical values in the eating behaviours, through the DEBQ-C. The future aim is the possible deepening of the topics in order to allow teachers and educators to make use of tools, in order to compensate for any children’s problems

THE IMPORTANCE OF "UNSTRUCTURED" DIDACTICS IN TEACHER TRAINING TO IMPROVE THE DEVELOPMENT OF COGNITIVE SKILLS IN CHILDREN

Quando Einstein affermò che “l’apprendimento è esperienza, ogni altra cosa è solo informazione”, voleva evidenziare come esista una netta differenza tra un apprendimento prettamente nozionistico, basato sulla fissazione mnemonica di fatti e concetti, e un apprendimento di natura esperienziale, più centrato su un ruolo attivo e partecipativo del soggetto. Mentre il primo risulta essere riduttivo, il secondo coinvolge il soggetto nella sua interezza, andando a considerarlo come un’unità, non più come scisso nelle sue singole componenti.Attraverso dei programmi formativi destrutturati, offerti da tecnici, ad un campione di bimbi in età prescolare, vogliamo dimostrare l’efficacia del metodo e la necessità di training specifici per i docenti relativi alla correlazione fra neurosviluppo ed attività motorie ed espressive. When Einstein said that "learning is experience, everything else is just information", he wanted to highlight how there is a clear difference between a purely notional learning, based on the mnemonic fixation of facts and concepts, and a learning of an experiential nature, more centred on an active and participatory role of the subject.While the former turns out to be reductive, the second involves the subject in its entirety, going to consider it as a unit, no longer as a clean in its individual components.Through deconstructed training programmes, offered by technicians, to a sample of pre-schoolers, we want to demonstrate the effectiveness of the method and the need for teacher-specific training related to the correlation between neurodevelopment and activities motors and the expressive.

LEARNING THROUGH THEATRICALITY: EXPERIMENTAL APPROACH AND DATA ANALYSIS

This research has focused on the latest discoveries in the field of neuroscience and Embodied Cognition and a didactic based on theatre which, as several studies confirm, is able to implement the cognitive-affective-relational development of the person, and specifically, of the child (Troiano, 2018; Immordino, 2017).It was applied an experiential didactive based on the “Education to Theatricality” of prof. Gaetano Oliva, whose main objective is to accompany the subject to form himself through personal experience, the discovery of himself, his possibilities and his limitations, in order to express himself, to relate and then to communicate (Oliva, 2017).The sample, composed of children from 3 to 6 years old, experienced a dramatic play, a formative and educational activity.  The aim was to stimulate the child in several ways, to help him develop his social, emotional and cognitive skills.The NEPSY-II and AEPS tests used for the assessment were administered before the start of the activity and at the end of the meeting session

DESIGN FOR CHILDREN: TOWARDS THE DESIGN OF LEARNING ENVIRONMENTS AND OBJECTS FOR CHILDREN

Il paper si concentra sulla progettazione di ambienti e oggetti per bambini, partendo dall'ONU, linee guida ministeriali italiane e dai paradigmi di ricerca di Universal Design for Learning e Design for Children. Declinando queste linee guida in diversi ambienti - digitale, analogico, interno, esterno - il documento sottolinea l'idea di un design che, per migliorare lo sviluppo emotivo, motorio e cognitivo dei bambini e il loro processo di apprendimento, dovrebbe partire ed essere per i bambini