Microsoft Word 1-Experimental Analysis on the Development of Cognitive Processes in Childhood through Body Experience

Discussion 
Overall, such evidence shows a real impact of the unstructured didactics on the upgrading of mnemonic 
skills (M3, M6-Recall, M6-Recognition), the declarative and working memory aspects considered, to support 
the initially defined hypothesis according to which unstructured education plans can favor the strengthening of 
the memory process since pre-school age. The statistically significant increase of the working memory aspects 
related to an improvement in Comprehension of Instructions Language Skills (L1) take us to scientific literature 
references; these shall agree on the evidence that working memory connects thoughts developed at a certain 
time with the actions carried out an instant later, retaining the instructions related to what should be done 
shortly and then its implication in language skills (Baddeley, 2012; Kane & Engle, 2002). However, it seems to 
necessary to consider a temporally longer training for an extensive Speeded Naming (L3) and Phonological 
Processing (L4) development, since, in both variables, the increases in the unstructured experimental group 
appear to be parallel to the related differences in control groups, thus not showing an actual gain resulting from 
the training period. In fact, these linguistic functions require productive and comprehensive skills not yet 
extensively developed for the evolutionary age taken into consideration.
Conclusions 
From these evidences, therefore, the hope is to consider the opportunity to draft further more in-depth 
analyses which can turn the unstructured didactic approach into a modus operandi in the educational training 

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COGNITIVE PROCESSES IN CHILDHOOD THROUGH BODY EXPERIENCE 
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process, favoring the alternation between formal and informal models, as well as a prospective-type clinical 
approach to be applied (given the neuroscientific evidence) also to subjects showing atypical development. 
Acting on the cognitive processes of subjects under development is advantageous if based on the improvement 
of the child’s educational qualities, since its development takes place in the continuous interaction between its 
predisposition to receive and process information and the environment that provides the possibility of growth. 
In fact, we do not speak of acquiring knowledge by means of a transfer-reception mode, but through an 
appropriation-discovery mode that leads to greater mastery of subjective skills. In fact, everything is aimed not 
only at making children prepared for the later stages of their educational process, but also and above all at 
improving meta-needs such as self-esteem and self-awareness, as well as constructs like social cognition. Given 
the outcomes of this study, we can suppose that the same improvements are available in the areas of attention 
and in the recognition of emotions, which would highlight even more the need to favor a deformalization of 
didactics by acquiring the unstructured approach, in order to make the learning process individualized and, 
above all, multilateral towards the student who could benefit substantially from it.