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DYNAMIC PSYCHOLOGY AND INFANT RESEARCH: SCHOOL INTERVENTION FOR SOCIAL INCLUSION
Abstract
The study of child growth has been and still is the object of attention and analysis byexperts in psychological theories and beyond. The first to describe childhooddevelopment was S. Freud, to which other scholars have joined such as Erikson,Winnicott, Spitz, Bowlby, A. Freud, M. Klein, Piaget (for intelligence), Vygotskij (fordevelopment cognitive), Chomsky (for language) and, among the pedagogists, as wellas Montessori, Pati. The latter, from a mere pedagogical point of view, was interested inthe growth levels of the child as well as the relationship that the minor has with theparents/educators. In the present research the relevant references are above all those toS. and A. Freud, M. Klein, D. Winnicott, J. Bowlby, E.H. Erikson and L. Pati for thepurely scholastic-pedagogical part.In consideration of these analyzes and considerations, it was deemed appropriate todevelop a project to be presented in the first and second grade secondary schools, aquestionnaire from which to collect data useful for assessing the level of inclusionpresent in the classes identified and made available for experimentation. This consists ofthree essential moments: 1- administration of a cognitive questionnaire of thepupils/students, in order to establish and identify the experimental group and the controlgroup; 2- administration of the questionnaire on well-being at school and in theclassroom to pupils/students; 3- evaluation of the results and identification of problemsconcerning inclusion. Once the needs for inclusion have been circumscribed, design apath for monitoring non-inclusive behaviors and proceed with a dynamic-relational andeducational intervention with the contribution of the teachers. In essence, thanks to thedata collected and organized in a database, an educational-relational proposal will beimplemented with a specific psycho-pedagogical methodology. This is also toencourage the full development of the human being in compliance with the UN Agenda2030 which expressly includes the thematic proposal relating to education forsustainability and social inclusion, a fact which represents the possibility of conceivingand implement specific educational paths aimed at achieving the goal.
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