ABSTRACT Introduction Specific Learning Disorders (SLDs) are neurodevelopmental disorders that affect the learning of some specific skills namely reading, writing (diagnosis possible from the end of second grade primary) and computation (end of third grade). Recent studies are exploring the issue of specificity by investigating the possibility of implications at the motor level. Motor activity is essential in the bodily, mental, emotional development of the child: in certain cases it could be affected by the presence of a DSA and on the other hand it can represent the foundational element on which to act to reorganize the functionality of those who manifest learning difficulties. Objectives The research/intervention project aims to measure/evaluate the motor skills of boys and girls, in the age group of 7 to 8 years (in primary third grade) through practical activities that also allow to support these skills and motivate the class towards motor and sports practice, also promoting the importance of teaching motor education at elementary school from an inclusive and multidisciplinary perspective. Specifically, the proposed activities were developed on three levels: individual, pair and team. Methods and sources Starting from the analysis of scientific literature, (to explore more specifically the topic of motor skills in children), a research/intervention protocol was devised and proposed within a comprehensive institute in the province of Pavia involving five classes of an elementary school in a three-meeting course. Motor skills were assessed through MOVIT assessment tests; involvement and satisfaction through questionnaires proposed to pupils and teachers. Results and Conclusions. The results regarding motor skills are interesting and deserve further investigation. The proposed activities were effective in involving the whole class from an inclusive perspective (even in the case of DSA and other BES) and in motivating toward learning new skills (there were improvements in exercises repeated several times). The results highlight the importance of promoting motor activity in elementary school, by an experienced and knowledgeable teacher in the area of motor science.
ABSTRACT Introduzione I Disturbi Specifici dell’Apprendimento (DSA) sono disturbi del neurosviluppo che riguardano l’apprendimento di alcune abilità specifiche ovvero lettura, scrittura (diagnosi possibile dalla fine della classe seconda primaria) e calcolo (fine classe terza). Studi recenti stanno approfondendo il tema della specificità indagando la possibilità di implicazioni a livello motorio. L’attività motoria è essenziale nello sviluppo corporeo, mentale, emozionale del bambino: in certi casi potrebbe risentire della presenza di un DSA e d’altra parte può rappresentare l’elemento fondativo su cui agire per riorganizzare la funzionalità di chi manifesta difficoltà di apprendimento. Obiettivi Il progetto di ricerca/intervento mira a misurare/valutare le abilità motorie di bambini e bambine, nella fascia di età compresa tra i 7 e gli 8 anni (in classe terza primaria) attraverso attività pratiche che consentano anche di supportare tali abilità e di motivare la classe verso la pratica motoria e sportiva, promuovendo anche l’importanza dell’insegnamento di educazione motoria alla scuola primaria in un’ottica inclusiva e multidisciplinare. In particolare, le attività proposte si sviluppavano su tre livelli: individuali, in coppia e in squadra. Metodi e fonti A partire dall’analisi della letteratura scientifica, (per approfondire più specificatamente la tematica sulle abilità motorie nei bambini), è stato ideato un protocollo di ricerca/intervento che è stato proposto all’interno di un istituto comprensivo della provincia di Pavia coinvolgendo cinque classi di una scuola primaria in un percorso di tre incontri. Le abilità motorie sono state valutate attraverso prove di valutazione MOVIT; il coinvolgimento e il gradimento tramite questionari proposti ad alunni e docenti. Risultati e conclusioni I risultati relativi alle abilità motorie sono interessanti e meritano approfondimenti. Le attività proposte sono risultate efficaci nel coinvolgere tutta la classe in ottica inclusiva (anche nel caso di DSA e altri BES) e nel motivare verso l’apprendimento di nuove abilità (si sono registrati dei miglioramenti negli esercizi ripetuti più volte). I risultati evidenziano l’importanza di promuovere l’attività motoria nella scuola primaria, da parte di un docente esperto e competente nell’ambito delle scienze motorie.
EDUCAZIONE MOTORIA E DSA. PROGETTO DI RICERCA/INTERVENTO PER LA VALUTAZIONE E LA PROMOZIONE DELLE ABILITA' MOTORIE IN CLASSE TERZA.
FERRAZZO, SANTINA
2021/2022
Abstract
ABSTRACT Introduction Specific Learning Disorders (SLDs) are neurodevelopmental disorders that affect the learning of some specific skills namely reading, writing (diagnosis possible from the end of second grade primary) and computation (end of third grade). Recent studies are exploring the issue of specificity by investigating the possibility of implications at the motor level. Motor activity is essential in the bodily, mental, emotional development of the child: in certain cases it could be affected by the presence of a DSA and on the other hand it can represent the foundational element on which to act to reorganize the functionality of those who manifest learning difficulties. Objectives The research/intervention project aims to measure/evaluate the motor skills of boys and girls, in the age group of 7 to 8 years (in primary third grade) through practical activities that also allow to support these skills and motivate the class towards motor and sports practice, also promoting the importance of teaching motor education at elementary school from an inclusive and multidisciplinary perspective. Specifically, the proposed activities were developed on three levels: individual, pair and team. Methods and sources Starting from the analysis of scientific literature, (to explore more specifically the topic of motor skills in children), a research/intervention protocol was devised and proposed within a comprehensive institute in the province of Pavia involving five classes of an elementary school in a three-meeting course. Motor skills were assessed through MOVIT assessment tests; involvement and satisfaction through questionnaires proposed to pupils and teachers. Results and Conclusions. The results regarding motor skills are interesting and deserve further investigation. The proposed activities were effective in involving the whole class from an inclusive perspective (even in the case of DSA and other BES) and in motivating toward learning new skills (there were improvements in exercises repeated several times). The results highlight the importance of promoting motor activity in elementary school, by an experienced and knowledgeable teacher in the area of motor science.È consentito all'utente scaricare e condividere i documenti disponibili a testo pieno in UNITESI UNIPV nel rispetto della licenza Creative Commons del tipo CC BY NC ND.
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https://hdl.handle.net/20.500.14239/15121