Le rôle du corps dans l’apprentissage et le développement de l’enfant
DOI :
https://doi.org/10.7346/-fei-XXIII-01-25_25Mots-clés :
Activité motrice, Corps en mouvement, Fonctions exécutives, Âge préscolaire et scolaire, InclusionRésumé
Le corps et l’expérience directe sont à la base de l’apprentissage de chacun ; il est nécessaire de partir d’eux pour générer des connaissances. L’environnement scolaire doit être un lieu accueillant, capable de soutenir et de stimuler, où l’enseignant joue un rôle déterminant, car il peut impliquer les enfants en proposant des approches créatives et motivantes. L’école, encore aujourd’hui, ne réserve pas toujours de place au mouvement, compris non seulement comme une discipline à enseigner durant les heures prévues, mais comme une pratique habituelle, constante et répétée, transversale et applicable à la vie quotidienne. La revue de la littérature, menée à partir de l’analyse d’études sur des enfants d’âge préscolaire et scolaire, a permis de vérifier scientifiquement les bénéfices et l’apport que le corps peut offrir, tant chez les enfants neurotypiques que ceux en situation de handicap. Cet argument confirme que les compétences motrices, associées à un mouvement approprié, peuvent entraîner des améliorations aux niveaux cognitif, physique, social et émotionnel.
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(c) Tous droits réservés Manuela Valentini, Marta Vizzini, Monica Minucci 2025
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