The use of the APCM-2 protocol for a preventive assessment of the motor coordination disorder

The development of motor skills that occurs gradually in a child's body and culminates around 8-9 years, if it occurs correctly, is the element that allows him to explore and take measures to interact with the surrounding reality. (Le Boulche, 1988) Only at this age we can speak of the "ability of space-time coordination", which takes shape and materializes only through the experience of consecutive motor acts with which they represent themselves, programmed in a time scan. (Piaget, 1976) These motor experiences are fundamental, because if the child has difficulty to complete the temporal scan, it would mean that he is the bearer of a movement disorder, albeit minor, called dyspraxia which without the appropriate tools, allowed by the following test could not be diagnosed. (Gargano, 2013) It was conducted A field research through the APCM-2 protocol (Sabbadini, 2018) on a sample of 281 children. Through it, we isolated 34 subjects with specific areas that were found to be deficient, therefore more compromised by suspected dyspraxia. The most important data that emerged was that the dyspractic disorder can be overcome only if identified with a timely evaluation that allows a rehabilitation program applied as quickly as possible. (Risoli, 2016) This is important because this disorder, even if defined as "minor", in the most severe cases is influential on school performance and can sometimes lead to the boy who is affected some difficulties in simple daily motor actions

The Role of the New Technologies in the Italian Primary School: Historical and Educational Outlines

Education is a process which helps the growth of the students. Thanks to it students can grow, develop and become adult and qualified persons in different fields of the humans ’ activity. Hence, the school educates only when it supports the students in getting and developing their own skills and when it helps them to get new attitudes towards themselves as well as the human, natural and artificial world. In this perspective, the school cannot continue to be a mere teaching-learning environment, just making frontal lessons, even if with the support of advanced multimedia technologies, but it should, indeed, focus the attention on the learning processes. This is the deepest change that the school needs. The possibilities offered by the computers in the educational field are many, especially as support in special didactics. In this sense, the access to multimedia and telematics has caused the activation of an autonomous process to build knowledge. The interpersonal exchanges mediated by the computer can break the isolation of a disabled person. The introduction of multimedia in school can then enhance both the teacher and the student to help the cooperative dimension of the teaching / learning process. The school has to open itself to new technologies and help the students to select the necessary information for the construction of th

The effectiveness of motor activity on psychomotor development in school-aged children

In continuity with research on learning through mirror neurons (Rizzolatti G., Sinigaglia C. 2005), with a constructivist conviction (Bellantonio, 2014) it is stated that sports practice, as an instrument that exposes the person to multiple and different motor stimuli and perceptive is an effective medium for psychomotor development. In addition to promoting physical growth and organic development, motor skills also promote the growth of learning. It is no coincidence that psychomotor activity educates and realizes the whole of the person and constitutes an important means of interacting with it through movement. (Lapierre, A., 2001) The research group from Salerno conducted a field research involving a sample of 281 children between 6 and 8 years old, who were given the APCM-2 protocol (Sabbadini, 2005) and who were divided into three categories thanks to a survey completed through questionnaires: children who practice motor activity, children who do not practice motor activity, children who have not returned the questionnaire (group that is supposed to be mixed). It has emerged that participation in a motor activity produces positive effects on the development of the motor pattern and therefore of the person as a whole, achieving homogeneously higher scores on average than the other groups. Therefore, motor activities in school age represent a facilitator in psychomotor development as the stimulation of fundamental motor skills helps children in recreational activities by allowing them to manipulate their environmental conditions and control their own bodies. (Goodway, 2003)

La Danza-Educativa: dimensioni formative e prospettive educative

2010-2011Il percorso di ricerca svolto ha affrontato il tema della valenza educativa della danza e del movimento creativo nelle sue dimensioni formative. La ricerca ha previsto un’analisi teorico-argomentativa a carattere descrittivo per consentire una ricognizione delle informazioni circa le origini, le evoluzioni e le caratteristiche del movimento creativo attraverso lo studio dell’evoluzione di quest’ultimo nel corso dei secoli e nei vari contesti sociali e culturali che ha consentito di esaminare i fenomeni da un punto di vista comparativo, arricchendosi di alcuni elementi teorici presenti nei diversi modelli socio-psico-pedagogici, neuropsicologici e neurofisiologici e con la pratica sperimentale. In particolare, il lavoro svolto ha consentito di operare un’analisi storica degli aspetti salienti che hanno caratterizzato la nascita e l’evoluzione della danza educativa, approfondendo gli aspetti teorici e metodologici che ci mostrano in modo evidente come la storia del movimento non possa essere separata dalla storia dell’uomo. Sono stati, altresì, analizzati l’aspetto creativo della danza educativa, con riferimento anche alla dimensione ludica insita in quest’ultima ed il potenziale pedagogico e terapeutico delle arti performative nell’ambito delle disabilità. Particolare attenzione è stata data allo studio della circolarità fra pratica e teoria, ossia fra pensiero e azione, finalizzata allo sviluppo armonico dell’autonomia personale. Lo studio dell'espressione del movimento deve essere inteso, difatti, nel senso dell'educare al movimento in relazione agli altri sensi, come manifestazione dell'intera personalità: emozioni, mente, corpo dell'individuo anche di fronte al gruppo e all'ambiente. [a cura dell'autore]X n.s

A opção terceiro-mundista de Mário Pedrosa

ResumoO capítulo chileno do exílio de Mário Pedrosa, terminado abruptamente em 1973 com o golpe ao governo Allende, e o subsequente exílio francês marcaram a passagem do crítico do europeísmo para a defesa de uma posição terceiro-mundista. Na França, Pedrosa escreveu o Discurso aos Tupiniquins e Nambás (1975), ponto de partida para uma reflexão sobre a América Latina que resultará, em 1978, em um verdadeiro projeto de descolonização do pensamento eurocêntrico a partir da arte ameríndia: a exposição (não realizada) Arte de viver, Arte de criar. Tendo como foco a década de 1970, último período de atuação política e intelectual do crítico, este trabalho tem como objetivo apresentar a opção terceiro-mundista de Pedrosa na vertente das teorias do “pensamento liminar”, voltadas a reveindicar para o Brasil um lugar não mais de colônia, mas de locus de enunciação das narrativas historicamente subalternizadas.AbstractThe Chilean chapter of Mário Pedrosa’s exile, finished abruptly in 1973 with the coup to the Allende government, and the subsequent French exile, marked the critic’s crossing from Europeanism to the defense of a third-world position. In France, Pedrosa wrote the “Discurso aos Tupiniquins e Nambás”, starting point for a reflection on Latin America, that will result, in 1978, in a true project of decolonization of the Eurocentric thought from Amerindian art: the exhibition (not accomplished) “Arte de viver, Arte de criar”. Focusing on the 1970s, the last period of political and intellectual activity of the critic, this paper aims to insert Pedrosa’s third-world option in the liminary thinking theories, aimed at revealing to Brazil a place no longer a colony, but a “locus” of enunciation of historically subalternized narratives

Chritiane Geoffroy : on dirait que j’étais… l’archipel des Kerguelen

L’apparition d’un « art anthropocène » confirme la formule de Bruno Latour selon laquelle « l’Anthropocène est le concept philosophique, religieux, anthropologique et politique le plus décisif jamais produit comme alternative aux idées de modernité » et, si comme l’affirme ce dernier, « nous n’avons jamais été modernes », une anthropologie « symétrique » devient nécessaire pour faire coexister des acteurs humains (nous) et non-humains (Gaia). Le catalogue de Christiane Geoffroy, inspiré, parm..

Machines de guerres urbaines (sous la dir. de Manola Antonioli)

Après avoir lu Machines de guerre urbaines, une bouffée d’optimisme nous envahit. Surgit l’impression qu’en tant que citoyens, nous avons la possibilité (et même la responsabilité) de reconquérir un territoire de liberté dans des villes souvent saturées. L’ouvrage, dirigé par Manola Antonioli et publié en partenariat avec l’ENSA Dijon et le Centre d’art contemporain La Maréchalerie, recueille une sélection de trente-deux textes écrits par des architectes, des artistes, des jardiniers, des phi..

The self motor evaluation/assessment in professional training of learning support teachers

One of the most significant experiences of SISS on the motor –training plan, which allowed in some cases the implementation of activity of research-action, was the motor- sports laboratory. The activity of laboratory in the motor- sports field and the motor subjects, along with specific training, represents in the SSIS (Specialization School Teaching Secondary) area an innovative element. This also gave a strong contribute to the definition of a new professional profile of the teacher that has in it those transversal skills needed to promote a new teaching, finding the necessary balances between the cognitive moment and the applicative and operative one

How to Obtain Accurate Environmental Impacts at Early Design Stages in BIM When Using Environmental Product Declaration. A Method to Support Decision-Making

The construction sector plays an important role in moving towards a low-carbon economy. Life cycle assessment (LCA) is considered one of the most effective methods of analytically evaluating environmental profiles and an efficient tool for calculating the environmental impacts in building design-oriented methodologies, such as building information modelling (BIM). At early design stages, generic LCA databases are used to conduct the life cycle inventory (LCI), while detailed stages require more detailed data, such as environmental product declarations (EPDs), namely documents that provide accurate results and precise analyses based on LCA. Limitations are recognized when using EPDs in BIM elements at different levels of development (LOD) in the design stages, especially related to the data consistency and system boundaries of the LCA. This paper presents a method of achieving accurate LCA results, that helps with decision-making and provides support in the selection of building products and materials. The method is validated by its application in the structural concrete of an office building located in Germany. The method defines a safety factor adopted for embodied impacts (“cradle-to-gate”), based on EPD results to predict the environmental impact of BIM elements at different LODs. The results obtained show that by integrating the method to conduct the LCA, the range of errors and possible inconsistencies in the LCA results can be reduce

Linguaggi artistici per una pedagogia della corporeità

La modalità più efficace per completare le conoscenze che si acquisiscono man mano è apprendere dalle acquisite e così sollecitare le abilità creative e metacognitive. Lo strumento per trasmettere le conoscenze e sviluppare più profondamente le peculiari capacità è il linguaggio artistico. Infatti, ponendosi prospettiva semiomotoriabas, 2001 dove possiamo osservare gli atti motoritrinsechi al movimento della struttura, gli elementi propri movimento danzarli ai comunicarli giovani, per concedere loro di comprendersi, entrare in contatto con le proprie emozioni e dar loro corpo.