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The Inclusive Potential of Physical-recreational Activity at Italian Nursery School



Author(s)

Ambretti Antinea

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DOI:10.17265/2332-7839/2017.06.006

 

In the introduction to the 2012 Italian ministry guidelines on the curriculum for nursery schools, the need to structure the curricular so that it respects the uniqueness and originality of each child attending the nursery school as well as the phases of development and training is highlighted. In particular, it is worth noting that particular attention must be given to the support of various forms of diversity, disability or disadvantage. The structuring of learning paths based on corporeity is one of the possible ways that can remove any form of obstacle promoting the inclusion and integration of the pupil with disabilities within the classroom context. The body and movement is an appealing educational environment capable of ensuring the pace of individual and individualized learning, with it being set with a scholastic context as a path in which each student experiences the use of their different abilities.

Inclusion, physical-recreational activity, kindergarten.