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8 novembre 2018

Fundamental motor skills, social abilities and language acquisition

Fundamental motor skills and development: evaluating the practice of motor activity in nursery schools and its impact on the others domains of children development.
The first years of life represent a critical period for promoting and supporting child motor development. Main changes are expressed in the acquisition of fundamental motor skills which, however, must also be learned, practiced and sustained in the contexts where the child grows up
8 novembre 2018

‘TALK’ Project

Preschool is an important period for developing the prerequisites of literacy skills in the primary school. Some fundamental skills at this stage (e.g.,phonological, lexical and morphosyntactic skills) belong to the language domain and allow the children to participate in their social context, to share world events through narrations and dialogues, to construct knowledge in the social context and to conceptualize the object and events of the world.
22 ottobre 2018

Mother-child communication and language development after cochlear implantation

Using an innovative approach, this research project (Joint-project 2016) compares 30 children with CIs with 30 chronological-age-matched children and 30 hearing-age-matched children in terms of the predictive role for their communicative development of individual factors and the characteristics of mother-child communication. Interactions between children and their mothers are observed during shared-book reading and semi-structured play, first before CI activation and then for a period of 30 months thereafter.
22 ottobre 2018

Parent-infant relationships at risk: Preterm infants, preterm parents

A growing body of evidence suggests that the preterm infants’ risk for adverse neurodevelopmental outcomes may in part stem from physical stressors and prolonged maternal separation experienced during the stay in the neonatal intensive care unit (NICU) (Montirosso & Provenzi, 2015), as the immature brain of a preterm infant is particularly vulnerable to the quality of experience (Lupien, McEwen, Gunnar, & Heim, 2009).