Since the last century, many researches on childhood showed how children, from their first months, are active and proactive in interacting with other human beings. In an educational perspective, related to promoting learning processes and supporting the construction of a positive self-image, confident in one's potential, are very important care givers’ communication and relational methods. I will refer to these modalities in my contribution, dwelling on verbal and non-verbal mirroring, in its various forms: I’ll deep the theoretical and methodological reasons and I will reflect on how childhood pedagogy can be implemented focusing on the proximal area development, respecting times and specificities of each child and taking into account the value of the emotional and affective dimension.
|Numero di pagine||12|
|Rivista||QUADERNI DI INTERCULTURA|
|Stato di pubblicazione||Published - 2021|