AIMS AND CONTENT

AIMS AND LEARNING OUTCOMES

OBJECTIVES (DETAIL) AND LEARNING OUTCOMES

Attendance and active participation in the proposed training activities (frontal lessons and small group activities) and individual study will allow the student to:
- Know the distinction between Movement and Action and, within the Action, the characteristics of Intention and Purpose
- Know in depth the «Modes of Action» and «Psychomotor Categories»
- Know proposed Neuropsychomotor Observation Cards and observation-evaluation tools for the child's Sensory, Socio-Emotional and Developmental Profile
- Deepen Observation – Evaluation in Sensory Deficits.

Learning outcomes

know

that the goal of prevention / habilitation / rehabilitation during the developmental age is the most harmonic development of each individual and the full use of its potential capacities within the surrounding environment

to understand

the complexity of the treated functions, therefore the importance of the global functional evaluation is precise and updated since, especially in early childhood, the neuropsychological and neurolinguistic distances can be difficult to detect and change rapidly over time ;

importance of early intervention

the rehabilitation / prevention correlation

PREREQUISITES

Knowledge on the development of motor, psychomotor, cognitive and relational in the developmental age

TEACHING METHODS

The teaching is divided into frontal lessons held by the teacher in which the theory will be exposed, which will be supported with practical examples-photos-videos. In his personal work, the student will have the opportunity to share reflections with the teacher regarding the contents covered in class.

Attendance is compulsory at 75%, as per the teaching regulations. The lessons will be frontal with slide presentations and videos. The active participation of students will be required through the use of group activities and/or the completion of surveys through the use of computer systems.

SYLLABUS/CONTENT

SOFIA FISCON: 

During the 10 hours of lessons, after a brief introduction regarding the theoretical foundations of Neuropsychomotor Therapy, the distinction between Movement-Action and, within the context of action, the distinction between Intention and Purpose are explored in depth. Attention is paid to the "Modes of Action", the "Psychomotor Categories" are explored in depth to finally arrive at in-depth proposals for neuropsychomotor observation sheets, observation-evaluation tools of the Sensory, Socio-Emotional and Developmental Profile of child; the teaching ends with an in-depth study in terms of Observation - Evaluation of Sensory Deficits.
 This content is supported with practical photo-video examples.

BARONE LUDOVICA: 
- brief presentation of the core competence and core curriculum

- overview of neurodevelopmental disorders and the areas to be further investigated with respect to the access hypotheses

- visual, verbal and temporal strategies and presented possible activities, materials and games to use for each neuropsychomotor area investigated.

RECOMMENDED READING/BIBLIOGRAPHY

MANDATORY

• Berti E, Comunello F, Savini P, Il contratto terapeutico in terapia psicomotoria. Dall’osservazione al progetto. Edizioni Junior, Bergamo - 2001.
• Gison G., Bonifacio A., Minghelli E., Autismo e psicomotricità. Strumenti e prove di efficacia nell’intervento neuro e psicomotorio precoce, Edizioni Erickson, Trento - 2012.

RECOMMENDED

• "Manuale di terapia psicomotoria dell'età evolutiva", A.M.Willie,
•  Berti E, Comunello F, Fattoria sociale. Un contesto competente di sostegno oltre la scuola. Edizioni Erickson, Trento – 2013.
•  Berti E, Comunello F, Corpo e mente in psicomotricità. Pensare l’azione in educazione e terapia. Edizioni Erickson, Trento - 2011.
•  Berti E, Comunello F, Savini P, Il contratto terapeutico in terapia psicomotoria. Dall’osservazione al progetto. Edizioni Junior, Bergamo - 2001.
• Berti E, Comunello F, Nicolodi G, Il labirinto e le tracce. Una ricerca di terapia infantile attraverso la comunicazione non verbale. Giuffré Editore. Milano – 1988.
• Beukelman D., Mirenda P., Manuale di Comunicazione Aumentativa Alternativa. Interventi per bambini e adulti con complessi bisogni comunicativi. Edizioni Erickson, Trento - 2014.
• Cioni, Fazzi, Mercuri (Fondazione Pierfranco e Luisa Mariani ONLUS), Cosa vede il mio bambino, Consigli per lo sviluppo delle capacità visive nel primo anno di vita (2005).
• Luparia, Signorini (Fondazione Pierfranco e Luisa Mariani ONLUS), Non solo occhi per crescere. Vedere, guardare e comprendere 0-3 anni.
• POLLOK N., Sensory integration: A review of the current state of the evidence.
• Siegel D. La mente relazionale, ed Cortina - 2001.
• Manuale Scale di Sviluppo Bayley III + Questionario Socio-Emozionale (Greenspan)
•  Manuale Sensory Profile 2 (W.Dunn).
• SPM e SPM-P, Sensory Processing Measure Preschool, Ed italiana (2020), Simonetta Del Signore, Irene Bressan, Maria Assunta Rizzo, Martina Ruffini e Angela Tenaglia.
• Gison G., Bonifacio A., Minghelli E., Autismo e psicomotricità. Strumenti e prove di efficacia nell’intervento neuro e psicomotorio precoce, Edizioni Erickson, Trento - 2012.
• Massenz M. e Simonetta E., La valutazione psicomotoria, FrancoAngeli, Milano – 2011.

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

second semester

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

FISCON: Oral exam and/or open-ended written question.

BARON: Oral exam. In case of absence of the teacher during the oral exam, a written exam with multiple choice and short open answers will be provided.

ASSESSMENT METHODS

The evaluation takes into account the student's preparation from a theoretical point of view and the practical application of the contents learned.