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The Motricity Laboratory has always accompanied the growth of children. Stimulating the child to act consciously with his own body in relation to the main evolutionary stages of school, such as graphism through the correct use of the hand, and reading with the right orientation of sight in relation to the classroom space, is an operation that finds its beginning in the nursery school. We must not forget the importance of motor activity in the acquisition of school socialization and the first social rules.
October to May
¾ hour per week for 3-year-old children
1 hour per week for children aged 4 and 5 years
Training objectives and skills
– Contribute to the overall maturity of the child (SELF-ESTIMATE AND AUTONOMY)
– Promote awareness of the value of one’s body (IDENTITY)
– “motor literacy”: development of body functions responsible for controlling movement
– Development of the communicative and expressive sphere
– Know your body
– Learn the names of the parts of the body
– Acquire simple movement patterns: jump, crawl, roll
– Learn to use small tools: circles, bricks. the carpet
– Listen, understand, and interpret carefully what the teacher says
– Learn to occupy the necessary space
– Learn to interact with classmates
– Learn to have fun with your body
– Learn to move in time with music
The bodily patterns are the result of the elaboration of the lived experiences that found the body consciousness that everyone has of himself. The motor schemes, in order to be implemented, depend and proceed from the body schemes previously stored and are: crawling, rolling, walking, jumping, grasping, throwing, climbing, etc..
The body patterns depend on the sense-perceptive information that the child receives from the environment, while the motor patterns represent the schematic-motor responses that the child produces to actively influence the environment.
In relation to the arguments expressed we can therefore conclude that:
– the bodily patterns are the basis of the child’s self-awareness of himself;
– the motor patterns, dependent on bodily patterns and directly evident because they are implemented, provide the teacher with valuable data regarding the child’s actual self-consciousness;
– bodily and motor patterns can only be enhanced through lived experiences and cannot be structured through the graphic representation of the child’s self;
– The body and motor patterns, which are constantly present in the child’s life, form the basis for the child’s actual adaptation to the environment.
As far as space education is concerned, children experience data in a concrete way; then, through assimilation, accommodation, they internalize them in a differentiated way in the various age groups. While in the first year they become aware of spatial relationships such as: inside/outside, open/closed, big/small, near/far; then further contrasts are internalized: high/low, above/below, forward/behind, long/short, thick/thin, verticality/horizontal, spatial equalities and inequalities, lateralization.
The structuring of spatio-temporal knowledge has its roots in bodily and motor experiences, because it is on this basis that space-time interrelationships are formed between the individual schematic-body and motor assimilations. In this way, space-time knowledge is internalized as concepts of: before/ after, departure/arrival, games of rhythmic succession, small paths, etc….
So the main educational goals will be:
From the National Guidelines for the Curriculum of the Nursery School:
The privileged activity’s form will be constituted by play, as it is through “PLAY” that the child can learn and experience, giving free rein to his own skills.
All forms of fantastic game and rules, structured and unstructured, will be used; we are going to propose activities lived in a playful way, worrying that they will arouse participation, enthusiasm and personal research attitudes in children. Our purpose is to enhance, through experiences, cognitive development, the formation of thought, the enhancement of intellectual and learning skills.
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