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Building the future: a bridge between today and tomorrow. A key

Nobody has doubts about what a child and, basically, we are led to believe that a concept so obvious has maintained the same meaning in the history and civilization. Instead the concept linked to the image of "child" is a reality that history has been viewed in very different ways and has also undergone significant changes, following the evolution of society.

Feuerstein grandfather to great-grandson

You could say that there are many concepts of how many children are civilizations and cultures.

Several settings of thought lead apparently, to different educational settings. However, despite their diversity, many of the historical views on children shared a common view: the idea that in the early years of the most characteristically human ability (cognition, awareness, need to support logical and so were still missing and, therefore, could not set a time educational relationship to lay the foundations for the future. Every action, every event, every action in favor of the young child was, therefore, an end in itself, aimed all'accudimento quell'intenzionalità educational material and devoid of useful meaning to give him a deep and lasting and to create the conditions for future learning. Today, however, are more recognized the enormous potential that the child's mental with the very first hours of life , indeed, it was found that the plastictà of the human brain is greatest in early childhood and the consequent possibility of learning is increased as soon as possible is done, especially in cases of special educational needs.
The development of cognitive structure is the product of two modes of interaction between person and environment: the first is by direct exposure to stimuli, the second is in exhibition led by an adult who acts with intention and create the report educational Feuerstein calls "Mediated Learning." Direct exposure to stimuli is the most common, but can not exhaust itself, the educational needs of human beings, especially those who need special care to express their own inner resources.
There is nothing in our biological make-up that requires thought abstract thought dependent on high-level mental processes such as cognitive understanding, processing and use of symbols. Such thinking is apparent in response to interpersonal needs, which are expressed primarily in the relationship between one generation and another as the transmission of cultural values. E 'Mediated Learning Experience to promote the functions that go beyond the biological needs of' individual creating a wide variety of behaviors that crystallize and form a solid structure on which to build future learning.

Mediation of Transcendence
Among the elements that make it an educational relationship is particularly significant the appearance that Feuerstein calls Transcendence.
To promote the transcendence of the mediator transforms the activity into a series of behavior patterns through which children can learn the general principles that can be used beyond the immediate event. When you find yourself has learned to use these principles in different situations, they will be endorsed and will no longer be dependent, to use them, the presence of an external point of reference. The immediate objectives of which is focusing on becoming the springboard for goals that transcend the here and now. "
Through transcendence is detached from the event context in which it is produced and it exceeds the immediate ends in favor of more distant goals, overcoming the momentary needs, expanding and diversifying, so the system needs of the subject. Transcendence is the bridge between ideas and activities seemingly unrelated to each other by increasing the flexibility of thought and the capacity for abstraction. It starts from the immediate need to reach ever broader and far targets, while providing the tools to do so.
Through transcendence is possible to promote abstract thinking in different ways.

One might, for example:
- develop, strengthen and better cognitive functioning.
connecting a certain activity or event to other situations distant in time and space, the child learns to form a relationship with something that is not concrete and can not be manipulated. It must, therefore, create links based on comparisons internalized and will need to use the representational thinking el 'imagination.
develop spatial-temporal orientation
placing questions that relate to the past, leading to make comparisons between experiences in the present and events that have already passed, the mediator causes the person to use their memory and learn to build sequences, place events in a time continuum that references in different parts of reality. The child will realize that, even if every event is unique because it is situated in a space-time only, have, however, elements of continuity and connection with the events he has already experienced or can imagine in the future.

- develop the need to understand
When accompanying information, directions, delivery, addressing the child with explanations that clarify the motives that lie at the base, promotes the need to support logical you create the habit of seeking an explanation for the events that punctuate their existence. Your child will learn to seek its own or with the help of the adult correlations cause - effect and a half - fine, learn to ask and to question in detail and finalized by enriching their experience and their knowledge.
- Understanding the relationship between task, object or event and the system to which it refers.
Children often relate to events as if they were disconnected from the context and do not perceive the relationships that connect them to each other. This creates difficulties in identifying the rules that govern the world and to plan accordingly, through the transcendence of the mediator helps the parties to identify the relationships that connect the different stimoli dando loro un ordine logico, con un effetto rassicurante.

Per ottenere la mediazione della trascendenza è necessario:
- Trovare una regola generale che sia applicabile anche ad altri contesti.
- Collegare gli eventi del presente ad altri del passato o del futuro , certi o possibili, reali o fantastici.
- Cimentarsi nel pensiero riflessivo con l’obiettivo di raggiungere una più profonda comprensione delle situazioni in cui si è coinvolti.
- Riflettere in modo divergente sulle esperienze che si vivono e sugli argomenti che si trattano.
- Collegare abilità acquisite in ambiti specifici, trasferendole ad altri contesti ed a situazioni di vita daily.
- promote the acquisition of a large vocabulary and appropriate that allows you to create links between different concepts.
- promote the search for possible causes and possible consequences activities undertaken, reasons and consequences that may be common problems of that kind.
- Connect difficulties present to past experiences with the aim of finding possible solutions.


Each task contains potentially useful information to transcendence, and it is never too early to start children in realizing it.

From: Kindergarten - publisher school