Various studies show how movement establishes relationships with the environment and how this relationship is decisive in the learning process of each individual. The body is the first means by which the individual experiences the environment, it is the first channel of communication between him and others and will continue to be the privileged intermediary in the relationship with others, between the inner and outer world (Federici, Valentini, Tonini Cardinali, 2008, p.85).The present article stems from the need to describe an intervention proposal that provides for the integration of the Terzi method with exergames, with the aim of enhancing visual-spatial skills and promoting the improvement of writing skills in children with dysgraphia. In particular, the aim of the work was to test the value of didactic practices centred on a conscious and intentional use of the body and its motor potential in order to propose possible didactic paths that use movement in the learning process of writing.
|Numero di pagine||9|
|Rivista||GIORNALE ITALIANO DI EDUCAZIONE ALLA SALUTE, SPORT E DIDATTICA INCLUSIVA|
|Stato di pubblicazione||Published - 2020|