Movement is the first way in which children explore the reality around them, which gives concrete experience, and then translates into symbolic representations to flow into intellectual categories.

Action becomes intentional and doing, although initially bodily and experiential, subsequently creates the first forms of contemplation.

The concepts are not limited to fix themselves in a fleeting way, but they find multiple connections, since all the sensory channels are stimulated, offering significant mental associations more than just routine learning.

We deal with the objective reality of “things” and their relationship with the surrounding environment, rather than working exclusively on ideas, combining in an active synthesis the pedagogy of listening with the pedagogy of action.

The workshop is structured by involving and activating multiple cognitive dimensions:

• The perception of the body schema
• Basic motor schemes and coordination skills (motor adaptation, control and learning)
• The organisation of space
• Spatial awareness
• Temporal structuring
• Basic mathematical aspects (classification, serialisation, number, etc.)
• The structuring of numerical representations and geometric shapes
• The formulation of hypotheses, the solution of problems
• The organisation and reinforcement of memory processes
• The analysis and synthesis processes that underlie the acquisition of reading and writing.

Focusing on the critical formation of the mind, on conceptual clarity, through a total body experience, implies the involvement of playful, praxis, rhythmic, logical, linguistic, mathematical, space and time works, setting in motion, in a coordinated way, a multiplicity of physical, emotional, expressive and intellectual stimuli.

All this can be built from childhood. Spontaneous experiences create an introduction in recognition of the space within which one moves and awakens the desire to move, to explore, to perceive, to recognise sensations and to understand.

From the area of perception and of perceptive synthesis, we reach the area of representation and therefore of knowledge and self-awareness.

You can start playing with the conceptual elements long before you have discovered them.

The child must be able to build with tangible materials through manipulation, even before being able to analyse, abstract and generalise.

Learning must be the result of discovery and the experiences offered must be organised with rigor and precision, scrupulously respecting the psychological aspects and the personal development rhythm of each child.

The constant attempt is a look to value, to encourage even tiny steps of openness to the knowledge of the world, to make them then representative of a continuous search for personal and value growth.

The child is guided with expertise that develops knowledge in the beauty of things and of reality and knowledge in its essence which becomes human and psychic progression.