标题：LEARNING AND ACTIVATION THROUGH EXPERIENCE (L.A.T.E. PROJECT): DEVELOPMENT OF PROTO-MATHEMATICAL SKILLS IN PRESCHOOL AGE CHILDREN THROUGH CORPOREITY
期刊名称：Giornale italiano di educazione alla salute, sport e didattica inclusiva
印刷版ISSN：2532-3296
出版年度：2022
卷号：6
期号：1
DOI：10.32043/gsd.v6i1s.619
语种：English
出版社：Edizioni Universitarie Romane
摘要：The aim of this research is to evaluate, throught an experimental teaching method, a statistical-psychometric comparison of 30 children aged 3-6 years and to ascertain the existence of a correlation between the development of numerical intelligence and motor activity (Cabbage, 2022). It is also intended to assess how this correlation can influence the development of emotional and linguistic skills. This work references data analysis related to computational developmental skills (Butterworth, 2005), numerical intelligence research (Lucangeli, 2013-2018) and embodied research of Borghi (2013). In addition, the research work relates to theories of mathematical abilities demonstrated by Antell and Keating (1983) and tested mathematical abilities with children. Search age For example, Karen (1992) showed that 6-month-old infants have already arithmetic “expectations.” The aim of this research want to evaluate how the development of mathematical proto-competences also influences the development of transversal competences in children considering that the subitizing abilities were studied and recognised as innate (Mandler, Shebo, 1982; Butterworth, 2005) and also the theories of incarnate connection of Caruana and Borghi (2013). In particular, by performing an intervention based on narration of the number, through stories, we want to increase the proto-linguistic competence. In addition, through exercises related to the stimulation of the capacity of esteem and evaluation, the aim is to icrease the development of the emotional abilities and the Theory of Mind (ToM) (Bocci, Franceschelli, 2014; Pontecorvo, 1993; Nelson, 2007; Brockmeier, 2012). Teachers were trained with specific practices in order to carry out the protocol "Mathematics-Body Experience-Didactics". They have been provided with all the teaching tools to develop the method. The training offered to the students is scheduled in 15 bi-weekly sessions of 90 minutes each. In order to verify the proper development of skills in the children, 3 tests were administered: (1) Early-Numeracy- Test; (2) Phonological Comprehension; and (3) Theory of Mind - NEPSY II - A consent form and information sheet were provided to all participants. The data analysis demonstrated the effectiveness of the protocol and the development of mathematical skills in the sample group, demonstrating, in addition, the importance of learning through corporeality.
