Numerous studies have shown that children-aged between 5 to12 are able to develop artistic-sporting motor skills, which can be attributed in particular to general coordination and balance. They may be indicators of psychomotor development (Le Boulch, 1992). The possible use of motor test batteries in educational contexts (Vayer, 1992) allows to obtain fundamental information on the level of children initial motor maturation as well as to acquire objective data on circumstances relevant to the possible identification of evolutionary levels through a standardized process for measurement and analysis (Meinel, 1984) guiding the planning of individualized didactic activities. Among the numerous batteries present on an international scale, the Oseretzky-Guilmain test could be considered among evaluation tools for the possible detection of the psychomotor age, referring in particular to three categories such as: "balancing" on one leg; "staying" with your eyes closed on your toes and "jumping" on one leg. The Salerno research group conducted a field research involving a sample of 320 children, aged 6-8, whose one only half practicing sport (dance), who were given Oseretzky-tests Guilmain. It has been shown that children accustomed to sport-dance in our study case-pass the above tests far much easier than those ones not doing any physical exercises. Furthermore, their chronological age matches undoubtedly their psycho-motor one (Oseretzkj 1931-36). It follows that it would be useful for the school to point to a constant reference to sporting activities from the earliest years of schooling.
In the contemporary age traditional games could be a way to debate and establish a comparison of knowledge carriers to communicate methodologies of good practices adopted and experiences in the use in the protection, conservation and safeguarding of cultural heritage. Different intellectual approaches(1,2,3)defined traditional games are an expression of a country"s cultural background, beliefs and passions as well as reflect the living conditions at the time of their creation. Traditional games seem to have developed similarly through the ages in various parts of Europe even though these were distant from each other. Traditional children's games could be goal of project to incorporate elements of traditional children's (outdoor) games in the design of an intelligent, interactive playground.
The importance of the relationship between the integration of sensory inputs and motor actions has given rise to large number of researches that have demonstrated how it is a necessary function not only for good academic performance but also for a proper development of the organizational thinking. The ability of sensory-motor integration is today recognized a central role in the integral formation of the subject (Viviani, Stucchi 1992). The Italian National Guidelines for the curriculum of primary school of 2012 require the achievement of motor skills related to balance and motor coordination as one of the goals for skill development at the end of primary school, measurable through a different use of evaluation tools. Among the several motor assessment tests recognised by the international scientific community, the Oseretzky-Guilmain test could be considered among evaluation tools for the possible detection of the psychomotor age, referring in detail to three categories such as: "balancing" on one leg; "staying" with your eyes closed on your toes and "jumping" on one leg. The Salerno research group conducted a field research involving a sample of 320 children, aged 6-8, whose only the half part practicing sport (dance), who were given Oseretzky-Guilmain tests represents a valid instruments of assessing the general coordination and balance and their constitutive elements. The aim of the research has highlighted the importance of an use of motor evaluation assessment in the primary school that is required to bring out potentialities and plurality of limits of each pupil, which are essential for effective customized teaching planning of educational act. It has been shown that children practicing sport-dance in our study case, pass the above tests easier than those ones not doing any physical exercises.
Il presente lavoro intende riflettere sull’importanza del nido come momento di apprendimento attraverso un’azione educativa costante e collaborativa che si esplica nella programmazione e nella realizzazione di buone prassi didattico-inclusive. La prospettiva è garantire il successo formativo del bambino partendo dalla capacità di interpretare e organizzare sistemi di formazione più estesi (Chiappetta Cajola, 2017), in grado di formare e valorizzare esperienze ludiformi (Ambretti, Palumbo, Lavega & Sibilio, 2018), riconosciute come substrato per i futuri apprendimenti scolastici.
Over the past few decades, the adoption of an inclusive approach to education has stimulated a reflection on the educational value of body and movement within teaching-learning process in order to break down all barriers to learning and promote the full participation of young people to school activities. Indeed,body and movement represent an important didactic "medium" for developing individualized and personalized learning paths that take into account the specific needs and characteristics of students thus contributing to their global and harmonious development.
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