From Doodle to Writing
Piermaria Berra, Maria Seira Ozino
The illustrated educational path represents the transition from doodle to the ability to graphically represent one’s name, recognizing all the letters that make it up and knowing how to name them. The work is part of a vertical continuity project between kindergarten and primary school, with the activation of a network of services. The goal was achieved through the integration of different methodologies based on: selection of material, task simplification, task analysis, prompting and fading. Help and reduction of the guide were provided by the teacher and by the tutor; strategies used had the children’s interests and her strengths as initial input.
Keywords
Writing, Doodle, Autism, Task analysis, Prompting, Fading.