Our project intends to implement the theoretical model of embodied cognition within early childhood education and primary school, by transferring the principles and best practices of an “unstructured” didactic model, aimed to create stimulating and inclusive learning environments and to improve the development of cognitive skills in children. The project foresees the training on a guided observation tool developed to assess differences in neurodevelopment (Damiani, Morsanuto, 2021) that allows educators and teachers to adapt their educational practices and teaching to the real educational needs.
The target is identified in the educators and teachers of the different member states that will be able to build paths of “unstructured” didactic for their specific subject. The two-step project foresees an online training program where educators and teachers will receive the theoretical and experiential bases to use the observation tool and to develop and implement unstructured educational and teaching paths (Step 1) and a best practice sharing to facilitate cultural and contextual exchange, through a digital platform (Step 2).
The methodology will focus on embodied cognition and enactivism, based on the assumption that the body influences cognition, as the body itself is an active part of the cognitive process. In enactivism, thinking and cognition are grounded in bodily actions: “it is not knowledge-as-object but knowledge-as-action” (Begg, 2000). Through a “body in action”, learning exists beyond verbal and linguistic codes, stimulating new and creative ways of learning. An unstructured approach allows children to enhance their creative, communicative and motor skills.
To develop an unstructured educational and teaching path, it is necessary to combine the knowledge of the principles of embodied cognition, the practice of stimulating activities such as imagination, creativity and motor skills and flexibility and context analysis skills. Thanks to the sharing of best practices across Europe, it will be possible to experience different ways to create new learning environments and to be aware of different impacts on children according to cultural, social and personal background, enhancing a learner-centred approach. (Impact on Erasmus Priority School Education: Developing high-quality early childhood education and care systems; Tackling learning disadvantage, early school leaving and low proficiency in basic skills); (Impact on Erasmus Cross Priority: Inclusion and diversity in all fields of education, training, youth and sport;).
We are looking for Universities, Associations of School Principals, Early Childhood Education and School Networks (at least 4 countries participating in the program)
- Educators and Teachers (early childhood education and primary school)