Corpi in gioco: l’educazione alla teatralità per la prima infanzia

In education, the bodily-biological, emotional-affective and cognitive dimensions of the person are intertwined, also in the light of recent discoveries in the field of Embodied Cognition. Neurosciences have proved the interconnections between perception, emotion, action and cognition in learning and interacting with the environment. The essay aims to identify a conceptual framework that, by investigating imitation, pretend play and dramatic games, would like to put educational perspectives in dialogue with theatrical art. With Theatrical Education we want to show a still little explored pedagogical horizon and trace a reflection on the dramatic game and on the theater workshop as didactic tools. The aim is to allow the development of a path that, focusing on child, constitutes a meaningful educational opportunity and is an effective contribution to the educator in order to create welcoming educational contexts favoring the development of creativity, the knowledge of one's own expressive abilities, the improvement of relational and communicative skills.