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Development
and learning support
Development
and learning support
The 3-6 year life span coincides with the time when the child experiences preschool.
It is a time of learning through playing.
For children in preschool, in Italy, 5 curricular fields of experience have been identified by the MIUR (see Vertical Curriculum 2018, Initial Directions, 2012), to which additional areas of autonomy, self-regulation, handling frustrations and increasing reciprocity can be added.
These are shifting balances that are constantly evolving and should be read from a bio-psycho-social perspective in order to be able to identify barriers and facilitators of development.
At the age of 6, children begin their journey to primary school (see Vertical Curriculum 2018, Initial Directions, 2012) .
It is here that the process of abstraction gradually grants the ability to work both in the here-and-now and in different times and places (past, future, hypothetical, verisimilar, fantastic,..).
It is also here that reading and writing grant the possibility of multiplying language: one can now write thoughts and read the thoughts written by others.
Moreover, it is here that the concept of quantity and number open up to multiple possibilities of manipulation and use.
It is still here that specific learning difficulties manifest themselves.
Across the board, there can be emotional encumbrances that get in the way of an otherwise unhindered race.
Anxieties, fears and anger are lately highly represented in children aged 3-11 and find very different forms of expression.
Insecurities are also frequent: they catalyse the child's resources and hinder the flow of other processes.
At some point in their development,
many children show special needs, lasting or temporary.
many children show special needs, lasting or temporary.
It may be a sector-specific need, such as learning to hold a graphic instrument well or the need to master numbers and quantities. Or it may be a broader umbrella of needs.
Needs related or unrelated to school learning.
Whether they are certified children (ex law 104 or 170), whether they are in the process of certification or whether they are out of the care of territorial clinicians, the aim of the game is always to create the conditions so they can experience a change and are active actor of their process.
This is where we come into action
This is where we come into action
What I propose
What I propose
The procedure I propose is as follows:
let's meet as adults and present the situation (1 meeting; it's free of charge) we will work out whether developmental or learning support is more appropriate
if we opt for developmental support
let me get to know your child and give us time to understand each other (2-3 meetings maximum)
give me time to draw up an ad hoc project (a few days: you will not notice it)
let us all commit to the project (8-10 meetings)
let's meet again as adults and understand together what the impact was
we could continue (let's understand together how)
we could change direction (let's understand together why)
we could conclude our path
if we opt for learning support:
let me get to know your child and his/her notebooks (if there are any)
let's all commit to giving continuity to our meetings
if the conditions are right, let us create a bridge with the teachers
In all cases, if it is possible, I am happy to create contacts with the other people who take care of your child.
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