Infancy is a critical time for the cognitive development of the individual, in which the surrounding environment plays a fundamental role. In these early years, preschools are where children spend most of their time outside their homes, thus necessitating special attention in the design process, particularly regarding sensory stimulation and soft qualities. According to Primary Design, soft qualities are the intangible features of a space, such as color and materials, which completely change its perception in relation to the individual. The resulting sensory experience can activate perceptual learning processes and foster the modification of the structure and functionality of our brain, and in particular that of children, through neuroplasticity. In environments of long permanence, the color-material complexity appears essential in guaranteeing the continuity of such stimulation, avoiding the phenomenon of adaptation. From a pedagogical point of view, the Reggio Emilia Approach is distinguished by its vision of the competent child, capable of "a hundred languages", who apprehends also through the exploration of the educational environment, that is seen as the "third teacher". In this perspective, the soft qualities of the space must represent the complexity of the infant, stimulating curiosity and creativity, as well as a feeling of well-being, considering the diversity of each individual. The elaboration of the meta-design proposals aims to illustrate different strategies aimed at achieving colour-material complexity in pedagogical spaces 0-6, to enable the spaces themselves to be active components within the child's cognitive development.
L’infanzia è un momento cruciale per lo sviluppo cognitivo dell’individuo, durante il quale lo spazio che lo circonda gioca un ruolo fondamentale. In questi primi anni, gli ambienti scolastici sono i luoghi all’interno della quale i bambini passano la maggior parte del proprio tempo fuori casa, necessitando di conseguenza di particolare attenzione nel processo progettuale, in particolare rivolta alla stimolazione sensoriale e alle soft qualities. Secondo il Design Primario, le soft qualities sono gli attributi immateriali dello spazio, come colore e materiali, che ne modificano completamente la percezione in relazione all’individuo. L’esperienza sensoriale che ne deriva è in grado di attivare processi di apprendimento percettivo e favorire la modifica della struttura e delle funzionalità del cervello umano, ed in particolare infantile, grazie alla neuroplasticità. Negli ambienti di lunga permanenza, la complessità cromo-materica si rivela essenziale nel garantire la continuità di tale stimolazione, senza incorrere nel fenomeno dell’adattamento. Da un punto di vista pedagogico, il Reggio Emilia Approach si distingue per la sua visione del bambino competente, dotato di “cento linguaggi”, che apprende anche tramite l’esplorazione dell’ambiente educativo, il quale viene considerato come il “terzo insegnante”. In questa visione, le soft qualities dello spazio devono rappresentare la complessità del bambino, stimolando curiosità e creatività, oltre che una sensazione di benessere, tenendo in considerazione la diversità di ognuno. L’elaborazione delle proposte metaprogettuali ha l’obiettivo di illustrare alcune diverse strategie volte ad ottenere complessità cromo-materica negli spazi pedagogici 0-6, al fine di rendere gli spazi stessi componenti attivi all’interno dello sviluppo cognitivo del bambino.
Chromascape for kids : Design, pedagogia e neuroscienze per favorire lo sviluppo cognitivo del bambino 0-6
Longoni, Elisa
2022/2023
Abstract
Infancy is a critical time for the cognitive development of the individual, in which the surrounding environment plays a fundamental role. In these early years, preschools are where children spend most of their time outside their homes, thus necessitating special attention in the design process, particularly regarding sensory stimulation and soft qualities. According to Primary Design, soft qualities are the intangible features of a space, such as color and materials, which completely change its perception in relation to the individual. The resulting sensory experience can activate perceptual learning processes and foster the modification of the structure and functionality of our brain, and in particular that of children, through neuroplasticity. In environments of long permanence, the color-material complexity appears essential in guaranteeing the continuity of such stimulation, avoiding the phenomenon of adaptation. From a pedagogical point of view, the Reggio Emilia Approach is distinguished by its vision of the competent child, capable of "a hundred languages", who apprehends also through the exploration of the educational environment, that is seen as the "third teacher". In this perspective, the soft qualities of the space must represent the complexity of the infant, stimulating curiosity and creativity, as well as a feeling of well-being, considering the diversity of each individual. The elaboration of the meta-design proposals aims to illustrate different strategies aimed at achieving colour-material complexity in pedagogical spaces 0-6, to enable the spaces themselves to be active components within the child's cognitive development.File | Dimensione | Formato | |
---|---|---|---|
2024_04_Longoni.pdf
accessibile in internet solo dagli utenti autorizzati
Dimensione
64.41 MB
Formato
Adobe PDF
|
64.41 MB | Adobe PDF | Visualizza/Apri |
I documenti in POLITesi sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
https://hdl.handle.net/10589/219043