Download In recent years, thanks also to the drafting of the new Guidelines (2022) on the management of DSA, awareness of the issue and attention to the early identification of learning difficulties, which can be anticipated by weaknesses in the prerequisites for learning that can be found in preschool age, have increased. In fact, it is recommended that screenings be carried out during the final year of nursery school aimed at identifying any potential weaknesses.
This paper aims to explore the role of learning prerequisites and the effectiveness of early developmental interventions in preschool children, with particular attention to the neuropsychomotor approach.
Neuropsychomotor enhancement allows for comprehensive interventions in child development, promoting the development of motor, cognitive, and communicative-linguistic skills. The case study presented allows us to concretely observe how a neuropsychomotor enhancement program for a five-year-old child can foster the development of learning prerequisites. The clinical case analysis consists of an initial and final assessment, conducted through qualitative observation and specific tests, and a detailed description of the neuropsychomotor intervention implemented. The results highlight how the intervention supported the development of skills underlying subsequent formal learning, underscoring the effectiveness of early and personalized intervention.
In conclusion, promoting the strengthening of learning prerequisites in preschool not only reduces the risk of later academic difficulties, but also promotes the child's self-efficacy and well-being throughout their development.