Teaching writing: is it just a question of devices?
DOI:
https://doi.org/10.4454/graphos.96Keywords:
manual writing, digital writing, neuroscience, brain plasticity, Embodied CognitionAbstract
The acquisition of graphomotor automation correlates with healthy cognitive, emotional and socio-relational development. The writing process involves the completion of complex motor programs and sensory experiences whose outcome is influenced by factors relating not only to the choice of devices but also to the degree of motor involvement that the strategies and teaching techniques used are able to obtain. Starting from the concept of brain plasticity according to which the central nervous system transforms and develops based on the experiences completed and the stimuli received and overcoming the dichotomy between handwriting and digital writing, this contribution follows the cognitive approach of Embodied Cognition , proposes a pedagogical-educational reflection on the potential contribution that the complementary practice (Travaglini, 2022) of both forms of writing together with adequate methodological choices and teaching strategies can offer.
manual writing, digital writing, neuroscience, brain plasticity, Embodied Cognition
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