Educational ECS Embodied cognitive approach for school
Abstract
Emerging educational and development priorities highlight the need to improve the quality of educational services. Recent scientific discoveries and research in education and didactics do not always guarantee valid and systematic changes in the daily practices of teachers and educators, able to authentically improve children’s development and learning process, also in terms of
prevention of certain neurodevelopmental disorders and discomforts.For these reasons, a research was undertaken for developing a longitudinal curriculum model (0-14 years), starting from the transdisciplinary ECS (Embodied Cognitive Science) paradigm, and two pilot, multi-year experiences were carried out.The outcomes obtained so far are encouraging, both for research products
and for stakeholders’ satisfaction.
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