L'utilizzo di gesti complessi come supporto per l’acquisizione di parole nuove durante attività di lettura ad alta voce. Studio pilota con bambini dai 3 ai 5 anni.
DOI:
https://doi.org/10.7347/EdL-01-2023-03Parole chiave:
Vocabolario, Apprendimento, Gesti, Cognizione corporea, Bambini in età prescolareAbstract
La lettura ad alta voce è una delle attività più importanti che genitori, insegnanti e/o educatori possono fare con i bambini in diversi contesti educativi, poiché promuove lo sviluppo del linguaggio orale. Negli ultimi anni, diverse evidenze suggeriscono che integrare il movimento nei compiti cognitivi possa essere efficace per l’apprendimento grazie ai suoi effetti cognitivi e fisiologici. Secondo la teoria della Cognizione Incarnata, la mente è connessa al corpo, così come i pensieri, le emozioni, le azioni e le sensazioni. Se la cognizione coinvolge il corpo, è ragionevole supporre che anche l’apprendimento del linguaggio lo faccia. Il progetto di ricerca “Letture in Movimento” mira a indagare se l’esposizione multimodale (contesto linguistico supportato dal movimento) a parole target trovate nelle storie lette ai bambini durante le attività di lettura ad alta voce supporti l’acquisizione di nuove parole nei bambini in età prescolare. Il presente progetto pilota ha coinvolto 50 bambini (15 femmine) con un’età media di 57 mesi (ds = 10.4). Prima dell’intervento, le competenze lessicali e motorie dei partecipanti sono state valutate attraverso il TFL e il PDMS-2. L’intervento è stato sviluppato in 4 sessioni. In ciascuna sessione, è stata letta ad alta voce una storia contenente 6 parole target: 2 parole accompagnate da gesti non associati al significato, 2 accompagnate da gesti associati al significato e 2 senza gesti. La capacità dei bambini di riconoscere le parole target è stata valutata a T0 e T2 attraverso due test ad hoc. I risultati di questo studio pilota indicano una facilitazione nell’acquisizione di nuove parole durante le attività di lettura ad alta voce se queste sono accompagnate da un gesto semanticamente correlato, supportando l’ipotesi che integrare attività motorie in un compito di apprendimento linguistico sembri particolarmente efficace per l’apprendimento.
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