Erickson - Foreign rights guide 2019|2020 by Edizioni Centro Studi Erickson

Who we are Founded in 1984, Erickson was originally a centre for reintegration and rehabilitation of persons with mental disabilities, that used to conduct research, training and consulting activities in the field of teaching and social work. Our mission: providing «Ideas that help» Erickson’s mission is to offer ideas, methodologies and practical tools in support of those who, on a daily basis, deal with the integration of people with disabilities, learning difficulties, remediation and support, social problems and issues related to adolescence. Erickson’s catalogue contains a wide array of practical manuals, activity books, methodological guides, essays, collections of best practices and case studies, diagnostic tools, self-help manuals and narrative books, well-known publications that combine the rigorously scientific presentation of innovative theories and methodologies with really effective practical tips.

1993

1985

Initial assessment of the abilities of people with disabilities

2015

1999

The first multimedia product

The first book published

TIC-TAC – learn to... telI the time

2012

The first book sold abroad

The first e-book

Rational-emotive education

Pupils’ diversity

The first educational game Dominoplay – Times Tables

2019

Erickson turns 35 years old and renovates the Trento site 35

1985

1997

2007

2012

2018

Teaching people with disabilities

The Quality of School and Social Inclusion

service PEI online

Tina the little mole

Erickson opens its new branch

The first Journal

The first congress

The first digital

The first app

Opening in Rome

Thanks to its high scientific standards, today Erickson is a leader in Italy in publishing, software creation, training and research in the fields of teaching, education, learning disabilities, special needs, full inclusion, applied and clinical psychology, social work and welfare.

THE FOUNDERS FABIO FOLGHERAITER

DARIO IANES

Professor of Social Work Methodology at the Catholic University of the Sacred Heart in Milan, where he coordinates the PhD in “Social work and personal social services”. He also coordinates the Relational Social Work Research Centre. Co-founder of Centro Studi Erickson, he is editor of the series «Social work methods and techniques» and the scientiﬁc journal «Social Work» for Erickson.

Professor of Didactics and Special Pedagogy at the University of Bolzano, on the degree course in Primary Education. He is co-founder of Centro Studi Erickson in Trento, for whom he edits several series, among which Guides and Materials. He is the author of various articles and books and editor of the journal “Learning Diﬃculties”.

Contents

Educational games 3 Learning and language difficulties 63 The Bortolato COMPENSATORY TOOLS AND SLD 64 Analogical Method 17 DYSCALCULIA AND DYSLEXIA 65 INTRODUCTION 18

SPEECH THERAPY AND LANGUAGE

ADHD 69

NUMBERS AND CALCULATION

PLAYFUL LEARNING

MAXI TOOLS

HOLIDAY HOMEWORK

Disability and Autism

READING AND WRITING

DISABILITY 74

AUTISM 76

School education

PRE-SCHOOL/PREREQUISITES 28

Parenting

73 81

PASSAGE TO PRIMARY SCHOOL 32

PSYCHOLOGICAL ORIENTED NARRATIVE

MATHS AND GEOMETRY

BEING PARENTS

SCIENCE 41 HISTORY AND GEOGRAPHY

Psychology 89

ENGLISH 43

RATIONAL EMOTIVE BEHAVIOUR THERAPHY

COMPETENCES 46

EMOTIONAL AND SOCIO-AFFECTIVE EDUCATION

LEARNING WITH LAPBOOKS

SEXUAL EDUCATION

GRAMMAR AND ORTHOGRAPHY

SELF-HELP 94

NARRATION AND IMAGINATION

GUIDES 95

WORKSHOPS 53 HOMEWORK 54

ASSESSMENT 96

Social work

PERSONALIZED TESTS

TEACHING METHODOLOGIES

DOMESTIC VIOLENCE AND CHILD PROTECTION

THE MONTESSORI METHOD

ELDERLY CARE

ERICKSON GUIDES

SOCIAL ESSAYS

100

INCLUSIVE AND INNOVATIVE DIDACTICS

Index 101

Legend 5+

See also

GiocaQuattro for fun with English on www.erickson.international PLAY AND LEARN WITH GREEDY PLAY AND LEARN WITH NOSY PLAY AND LEARN WITH STINKY ISBN 978-88-590-1495-9

€ 6,90

ISBN 978-88-590-1496-6

€ 6,90

ISBN 978-88-590-1497-3

€ 6,90

EDUCATIONAL GAMES

Flavio Fogarolo

Author’s games

Dominoplay The clever and amusing domino to learn playing at school, at home and with friends!

5x5

� Low diﬃculty � � Medium diﬃculty

2255

� Supports learning � Supports automatisms

2x3

� or more players

5x5

�� years

This series offers fun, didactic games which are variations on the classic game of dominoes, excellent for supporting learning and automatisms. Each game is divided into different levels of increasing difficulty, allowing all children to learn and have fun! The multi-coloured edge is an effective checking system that enables children to identify the correct match and play independently

� � � Higher diﬃculty

Sounds and Words

Numbers and Calculations

BOX WITH | 48 DOMINOES

BOX WITH | 72 DOMINOES

RHYMES

FIRST SYLLABLES

ISBN 978-88-590-1250-4

ISBN 978-88-590-1009-8

€ 15,00

QUANTITY

TIMES TABLES

ISBN 978-88-590-1220-7

ISBN 978-88-590-0837-8

€ 15,00

Romania

FINAL SYLLABLES ISBN 978-88-590-1010-4

€ 15,00

SYNONYMS

ISBN 978-88-590-1874-2

Slovenia, Russia, Romania, French language worldwide

FRACTIONS AND DECIMALS ISBN 978-88-590-0865-1

€ 15,00

OPERATIONS UP TO 20 ISBN 978-88-590-1219-1

€ 15,00

Romania

Geography BOX WITH | 72 DOMINOES THE REGIONS OF ITALY ISBN 978-88-590-1498-0

€ 15,00

TELLING THE TIME

OPERATIONS UP TO 100

€ 15,00

ISBN 978-88-590-1218-4

Slovenia, Romania

EDUCATIONAL GAMES

ISBN 978-88-590-0866-8

Russia, Romania, French language worldwide

Memo steal Find the pairs and steal them from your opponents

Carlo Rossi

Memo Steal is a fun and easy game to play anywhere in only a few minutes! With this game, adults and children practice their memory, self-control and speed reﬂexes. To be as quick as the thief Arsenio Lupin and win the whole prize, each player must show that he/she has an iron-clad memory and is able to be quick enough to steal not only the cards on the table, but also those already won by the other players. �� years � players �� cards with a red background � �� cards with a blue background

How to play: Player 1 ﬁnds a matching pair of cards (cats) and adds it to his/ her pile. Player 2 turns over a card (telephone) and remembers that player 1 has already won a card with a telephone on it. Player 2 steals that card from player 1.

Author of �� games currently published by the main German publishing houses� He is specialised in quick�play games and has received � nominations for the prestigious Kinder Spiel des Jahres award in �� and ��

MEMO STEAL ISBN 978-88-590-1966-4

€ 11,90

� Trains memory

Tracko On the trail of the Mayan treasure Tracko is an adventure game that trains memory and visuo-spatial skills. Players have a few seconds to observe the map of an ancient Mayan temple and remember the way in and out of the temple while collecting as many treasures as possible. Thanks to the practical acetate sheets on which each player will have to trace their own path, it will be easy to check on the initial map who managed to collect more coins without ever falling into ancient traps!

TRACKO

ISBN 978-88-590-1967-1

€ 18,90

�� years � players �� treasure maps � � temple game boards � � transparent sheets � � erasable pens � � scorepad � Trains memory and visuo�spatial skills

PHASE 1: Observe and memorize the treasure map. The players will have to study the path that allows them to collect the most treasure coins.

PHASE 2: Each player places an acetate sheet over his/her own copy of the temple map, and, with an erasable marker, traces the pathway he/she memorized.

PHASE 3: To verify the correctness of the route and count the treasures collected, each player, in turn, places their acetate sheet on the treasure map. It will be easy to understand who is the winner of the challenge!

EDUCATIONAL GAMES

Carlo Carzan and Sonia Scalco

Dragondado Mathematical challenges in the knights’ arena

�� years

With Dragondado children and adults have fun while working on their concentration, reflex-speed, emotional self control, fine motor skills and math abilities. A compelling board game in which participants will have to compete against each other to complete 14 mathematical mental calculation tournaments with speed and dexterity in the shortest time possible! After training in each of the 14 challenges, players can challenge each other in the Knights Arena to find out who the Dragondado Knight will be.

DRAGONDADO ISBN 978-88-590-1965-7

€ 22,90

LA TOR

LA SCALA

LANCIO

GEME CIA DIVERLLI AC I SI A CI DAD D

+ + = + + +

�� players � calculation chal� lenge cards � �� speed challenge cards � �� action cards � � sets of � dice � � spell card � � Dragondice card � �� token mark� ers � Concentration � Reﬂex�speed � Emotional self control � Fine motor skills � Math abilities

SUPE DAD OR

DADO SOLO

+?-

Carlo Carzan and Sonia Scalco

Tactoo Hands-on fairy tale Every year in the Kingdom of Ludus there is a festival dedicated to fairy tales. But this year, during the night, some strange elements entered the stories, completely changing their meaning. Can you ﬁnd these items? To do this, players will have to rely on their sense of touch, ﬁnd the intruder and put the fairy tales in the correct order. Tactoo encourages tactile, manual and attention skills.

TACTOO ISBN 978-88-590-1764-6

€ 25,00

Listen to the story and discover who’s the intruder

�� years �� players � sets of cut�outs� � bags� �� Tactoo cut� out cards� �� Fairy Tale cards� � signpost pawns � Narrative ability � Concentration � Manual skills

ccetto Cappu so Ros

cetto e Cappuc bina di nom co. a una bam bos era una voltviveva ai margini del atRosso che ma le disse: ata. Ma fai nonna mal la mam no !». dalla gior vai e Un ntrare un sto dei «Prendi que bosco, potresti incofermò a raccogliere onnel si che le racc tenzione viaggio la piccola da un il a distratt Durante nonna e fu i. fiori per la ia. molto tard rialzò tò una stor arrivò dalla nonna mpò su un , si La bambina o la casetta incia e: ente aperta. vers Correndo ta di casa stranam della nonnina e diss hai, zan e vide la por ò verso la camera cchie grandi che Carlo Car co ore Sonia Scal Entrò, si avvi e stai? Ma che !» com un «Nonna un !». sembrano sembrano hi grandi che hai, bra un !» bina «Che occ grande che hai, semca e fece della bam ca boc «Che boc la nonna aprì la che to i in lì e scoprì A quel pun e. con re passò da a mangiato Man a un sol boc ento, un cacciato Fiab nonna e avev In quel moma imprigionato la avev e liberò Cap un tina. ò il nemico la sua nipo coraggio affront de nonna. Con gran Rosso e la puccetto

C’

Without looking in the bag and using one hand only, find the corresponding cut-out!

A game board to keep track of the points

Orsetto

Sei nde ! ra e il Grrator Na

no un ogni an . Ma nel svolge dus si cato alle fiabe i nelle o di Lu di trat el Regn festival de sono en dole ti en so en en ni elem imm o rend de tte stra biato il sens are il Gran nt ba m della no corso ne hanno ca ovarli e a dive nzione la fia e tr atte n co storie Riuscirai a dita… coltare e. confus e? Dovrai as tto delle tue ta or 2 3 Narrat poi solo del ti e fidar

Inizio

La Bella etta addormentata

EDUCATIONAL GAMES

ener t di 12 r cont P 4 se hetti pe ctoo P 4 sacc Sagome Ta rte P 12 ca be rte Fia ti P 12 ca e segnapun din P 4 pe

La Siren degli oceani, grandi e una regina che dopo molti un repesce, erano una volta e metà livolta nelle profondità umani ad avere un’erede, Aurora. riuscirono tto vauna metà ere-anni di e tutte le fate, Ga Sti erano dainesseri , padre lasciò doabitati Il il ReMontagna. Le fate portarono doni Fata della tranne io che al secon gli castelli tanto.laregnava per palazzi e un . la gentilezza ma ad Aurora: lalabellezza, magici un di questi superficie amava o mugnabello con ore, che un gatto, visitareregalo arrivò la Fata Morgana: «Per dell’ultimo Prima Nel più di stivali di di sedici anni,eAurora un vecchimaggi inna- si pungerà con un e di fupunirvi, si inna concesso o. all’età e il gatto Ariel, volta al figlio farsenllo, un paio di una nave una minorcosa minore, o compleann . era un a bordo di a figlio Alla . una festa fata l’incantesimo quindicesim modificare a causa disse: «Posso solo suocappe L’ultima dità diede al sapeva il Principe portav affondòcadrà in un sonno profondo ricco!»vide miil unSirenetta serata, e , non si pungerà, ,lasenave . della La giornonotte, un princidell’eroe la s.potrà essere princigenito deluso «Portaun uomo il princi dal bacio di un princi ogni Caraba con svegliata solo e durante cui vide ario. di te morò il giovane di da Il figlio, gli disse: spiaggia, salvòPassarono anni. Morgana ingannò Aurora e di sposullasedici farò il necessPurtroppo, e un , maese Ariel pe». gioquesto e al gio Marchcorte. passeggiava gli disse che accanto con e preseò gli stivali del ragazza e un a ne e gridare per profondo e il castello fu sonno un una instare acadde Unaese pozione La giovane ato umana Il giovan indoss a nome voce. iniziò March suo padrodi diventare del Mare della propriagigantesco. derub ò Il gattoun dono il dal Strega cambio il gatto allastato incuriosito dal castello, al e siche, Desiderosa chiese addorment arrivò o invitòcorse lago. giorno in un principe al Re s era passò, Un invitò le gambeeinlosuperficie ReAriel Il Sovranil gatto si nel vane, avere Caraba e . Ariel salì corte. za delese di, per rispose. del labellissima», portò a aveva Subito e buttar «Lìildorme giovan una principessa donna, che carroz o d’aiuto si essa. principe che lo e giunse al caDiventata gliarsi o la il March alil palazzo bisogn aiutareprincip qualsia la ragazza incamera incontrò principessadiaddormenQuand o che aveva za per della corsesposare Entrò stello. un della e di nellaare risveglio, ne di un rmarsi suoorò stivali però Aurora insi svegliò e dicend così bella che lalabaciò. glitata ed era la carrozAl condecise trasfo diventsuo padro il consiglioe si dissolsee tutto il suo da un fermò si innam L’uomo se a rifiutò al poteva disperata, magico zze as, sposò Il Re o, dovepo il gatto , che lo convin ricchedi Carab . il suo amore. castellfrattem o e contenti. La Sirenetta, sue giovani sposarono siper leI due unsempre e vissero felici ese Nel o orcoun ingann vivere di al gatto tutte il pur March famos Con portò ro schiuma, cosa. divorò, e davve in premio e lo divenn e diede che del Re figlia

C’

Tes

chio

Biscotto Libro

25 ia.

OCO DEL GI NUTO CONTE e gome sagom e le sa

Lorenzo Scataglini and Pietro Scataglini

The card magician Incredible tricks to amaze your friends Are you ready to become a great card magician and surprise your friends with a breathtaking performance? Follow Magicians Lorenzo and Pietro’s advice and learn the techniques for creating amazing games that will leave your audience speechless! The Card Magician is an educational tool for children that challenges them and help them develop speciﬁc skills such as dexterity, communication and public speaking.

Detailed explanations of the tricks

THE CARD MAGICIAN ISBN 978-88-590-1824-7

€ 24,50

The show programme

�� years � or more players

IMPRONT E DIGI

TALI

Come si presen ta questo

gioco In questo gioco un caso, anche dovrete assumere l’aria e smasche rare se qui si tratta di scoprire l’atteggiamento del detectiv l’autore di un la carta scelta e che ruolo di chi reato. Sarà da uno spettato risolve sa che può molto utile re, non di contare su saper interpre bene che il una prova cartoma tare pubblico un’atmo go non proceda troppo inconfutabile: le improntcon ironia il e digitali. È logici per ritrovarsfera di attesa, esternan in fretta, piuttosto egli dovrà creare do i suoi e la carta scelta. nello stesso Per dare ancorapensieri e i suoi ragiona nel tempo per coinvolgere menti collaborare di più il pubblico più enfasi a questo al gioco due effetto spettatori. , è consigli Attenzione: abile chiamar e prima dell’inizi ea precisa, scelta o del gioco

carta partire dalla attenzione a senso antioraFacciamo molta amo le carte in delle 12 e poi disponi mente a ritroso fino a 1. mental rio, contando sono le ore: orolog io? Queste «Vedete il nostro e così via fino alle ore 12!». le tre e indicar l’una, le due, ante import amo le ore, è rando Mentre elenchi che sta collabo allo spettatore ciascuna di esse indivial gioco. io magico per nostro orolog davanti «Usiamo ora il precisa. Per favore, ben ente carta esattam duare una la carta che occupa fa. pensato poco a tutti, prendi a numero che hai la posizione del a faccia in alto e falla vedere Bene, così. Girala non ci sono problemi!». me, tutti, anche a se si sono seguite matematico, Essendo un gioco istruzioni, la carta scelta sarà tutte le precisamente di Cuori. proprio l’Asso

The books Magicians and Magic and My Magic Show � Work� sheets and video tutorial � The Show programme � A deck of Standard Bicycle® cards

occorre sistemar dal Quadri. Ancora, prestigiatore. Nel caso e dell’esempio in cima al mazzo una sarebbe bene carta ben che segue abbiamo procurarsi e tenere in tasca scelto il Fante una lente di di ingrandimento.

Il gioco

La present azione

to, ricordate? su questo fogliet “La tua una previsione suo interno… e io avevo scritto c’è scritto al «Prima di iniziar e leggi a voce alta quello che Grazie!». Per favore, aprilo ere il futuro. di Cuori!”. riusciti a preved carta è l’Asso io magico, siamo orolog Grazie al nostro

Il finale

Le tecnich e

«Eccom i qui! Dovete cartomago sapere che riesce dinario detectiv a essere anche spesso il uno straorne darò prova!». e. Non ci credete? Adesso ve «Questo è lo indagini: il strumento che useremo mio mazzo per le di carte!» «Ve lo voglio [1]. te, è formato far conoscere bene. Come vede1. Posizione disordinati» da tanti elementi tutti di servizio [2]. diversi e «Proviamo a confondere zione mescola ancora di più la situaPrima vi dicevondo le carte [3]. che questa rò proprio volta mi compor come un detectiv l’obiettivo e per raggiun tedi questo gere gioco. Ho di un paio bisogno però di persone del pubblico avanti. Vuoi 2. Apertura per andare venire tu? delle carte Adesso ti chiedo Grazie, benvenu a nastro a to! tra le manifaccia in alto altro spettato la cortesia di indicarm re che venga i tu un tu, grazie. ad aiutarci Bene così, . Scegli ora siamo «Usiamo questo al complet o». metodo per dal mazzo. scegliere Io puoi dirmi faccio scorrere le carte, una carta “Stop” “Stop” in questo quando vuoi. Bene, così… Tu carta, quindi» punto, puoi prenderhai detto e questa [4]. 3. Controllo

con all’americana miscuglio della prima carta

Performance

Tutorial

A QR-code gives access to video-tutorials with performances and techniques

A deck of Standard Bicycle® cards

� Dexterity � Public speaking � Emotional self�control

Ivan Sciapeconi and Eva Pigliapoco

Space mission Text comprehension and logic challenges In stellar space you will have to complete increasingly complex and diﬃcult challenges. You will need to be able to sort out all the tiles in the game, so you can move freely between planets, satellites and stars, avoiding dangerous asteroids and aliens. Only the most skilled and attentive astronauts can do it! You can play alone, putting your logical skills to test, or share missions with your friends. LI I VO à 6 PRIM Attivit

I RT 10 PE ità ES ttiv LI A O V

aa o rriv tu e a o un . VE nt IO ome URIO G da so m ERC s rte pa o ste a M ll io O N gg ; ne ERE VEN

ONE PLUT

A LUN

via NO ITA T uo Il t TTU a da NE ico v am

SPACE MISSION ISBN 978-88-590-1881-0

€ 19,50

�� years I VOL 1 MI ità PRI Attiv

� or more players

VE GIO

A TERR

60 mission cards

VOLI GALATTICI

Game board

Tiles

EDUCATIONAL GAMES

Author’s games

Playing to grow Each game focuses on a specific executive function with the aim of developing it whilst having fun, at school or at home! Flexibility

Gianluca Daffi With a degree in Psychology, he collaborates with the Department of Psychology and with the Learning and Educational Psychology Service of the Catholic University of the Sacred Heart in Milan.

Executive functions are the set of mental processes which monitor our thoughts and behaviours. They incorporate various neurological operations which are needed to control and coordinate our actions.

Emotional Self-regulation

The ability to adapt to new situations and handle contingencies appropriately

The ability to handle your emotions and keep your feelings under control so they do not prevent you from reaching your goals

Planning The ability to see yourself reaching an objective and understanding the steps to be taken to achieve it

• EXECUTIVE FUNCTIONS •

Response Inhibition

Focused Attention

The ability not to implement the ﬁrst response we impulsively tend to produce, whether it is appropriate or not

The ability to concentrate on certain elements, selecting what is useful by “ﬁltering” it from all the other information available

Working Memory The ability to remember information connected to the execution of an activity and the time needed to conclude said activity

�� years

�� players

� attention � self�control � calculation abilities � reaction speed

� � � �

working memory attention listening planning

Taiwan (Complex Chinese), Russia

9.000 COPIES SOLD

14.000 COPIES SOLD

Quick ﬁngers

There was a pirate

Look carefully and try to be the quickest of them all

Listen carefully and then act quickly and carefully!

Pay attention and concentrate. Turn over your cards and after making a quick calculation decide what move you’re going to make, always trying to be faster and better than your opponent. Will you be the one to bring home the most booty?

Stand by to board: pick up all your cards quickly, beat your opponents and build the totem. It’s a game for brave pirates, ready to ﬁght to the last card! Only the quickest will win the booty!

60 ACTION CARDS + 60 NUMBER CARDS + 30 GOLD NUGGETS + GAME RULES ISBN 978-88-590-1183-5 | € 15,90

76 OBJECT CARDS + 60 TOTEM CARDS + 6 FLAG BOARDS + 36 GOLD NUGGETS + A WOODEN BARREL + GAME RULES ISBN 978-88-590-1181-1 | € 16,90

EDUCATIONAL GAMES

�� years

�� players

� attention � working memory � planning

� working memory � attention span

Watch out for the Vikings

I’m so hungry that...

Pay attention to detail and then quickly make up your mind

Observe them, keep them in mind and then eat as many as you can!

In this challenge you need to be a keen observer, use crafty strategies and try not to be fooled by those thick Viking beards. Quickly run through your cards and choose your crew. Viking leaders who are able to enrol their companions before they opponents do and thus manage to win the Viking helmet.

Turn over the card and look at the animal. Pay attention however, as you will see lots and will have to remember them all. Your objective is to win as many sugary sweets as possible in order to defeat your opponents. And don’t forget that there are some cards that will get you to make the animal sound!

60 VIKING CARDS + 1 MARKER + 4 BRIDGES + GAME RULES ISBN 978-88-590-1330-3 | € 15,90

54 ANIMAL CARDS + 12 ANIMAL SOUND CARDS + 12 CANDY CARDS + 15 CANDY TOKENS + GAME RULES ISBN 978-88-590-1414-0 | € 14,90

�� years

�� players

� attention � emotional self�control

� attention � working memory � emotional self�control

Cherries on the run

Monsters on show

Hurry! Decorate the cake and grab all the candles

Look carefully and quickly move all the colours

Will you become the best cake-maker of them all? But to do this you can’t leave the cake without decorations and you can’t let all the cherries escape. Remember, however, that it’s not easy being a cake-maker: throw the dice, look at what you have to do and then try to position the cherries. Easy? Maybe with the rubber bands binding your ﬁngers you won’t feel quite so agile.

In this art gallery somebody has had fun changing all the monsters’ portraits. Will you be careful and quick enough to be able to turn your painting back into the original? You can’t use paints or felt pens though, just coloured little balls that slide all over the place and that you’ll have to put in the right place and in the right order. The quickest painter wins!

A CAKE-GAME BOARD, 3 DICE, 15 COLOUR CHERRIES, 18 COLOUR RUBBER BANDS, 10 CANDLE CARDS ISBN 978-88-590-1599-4 | € 19,90

4 PICTURE FRAMES, 36 COLOURED BALLS, 20 MONSTER PORTRAIT CARDS AND GAME INSTRUCTIONS ISBN 978-88-590-1701-1 | € 17,90

EDUCATIONAL GAMES

IA -

SCUO LA

INIZIO

L R O TA G

T TO

ARRIVO

31 TEATRO DELL SCU OLA A

Racconta una tua paura Racconta un tuo punto di forza

Racconta un tuo punto debole

T U N N EL

POR

Author’s games

14 AMICI NEL BOSCO

26 A I N G R A N A G GI

L’A L B E

Dividi il nome del preferito in sillabetuo animale Scegli un ingranaggio il tuo cibo (pera), e dichiara o colore (macchia) gioco (palla) preferiti Ritorna alla casella 20 raccontando un litigio o un’esperienza brutto negativa Torna indietro di 5 caselle

The materials briefcases Rich in tools, cards, games and boards to use with children to facilitate learnings, develop competences and promote the well-being of children

6/ 10

7/ 10

BRIEFCASE

ISBN 978-88-590-1733-2

ISBN 978-88-590-1640-3

€ 32,50

€ 28,50

Centro Zaffiria

The narrator’s briefcase

The geographer’s briefcase

A journey into the imaginary of the world’s cultures

Do and undo to think and understand

A fascinating journey into stories, decorations and drawings of people who have tried to give a meaning to the world we live in.

Imagine the development of the territory, design an airport, understand a volcano, learn to use map scales and legends...

Find out more at page 52

Find out more at page 42

5/ 6

7/ 11

BRIEFCASE

ISBN 978-88-590-1646-5

ISBN 978-88-590-1906-0

€ 28,50

Desirèe Rossi and Anna Marinelli

The briefcase for starting oﬀ... First grade

The briefcase for starting oﬀ... Right

Programme for reception, inclusion and observation for the ﬁrst months in the classroom

Interdisciplinary programmes for welcoming students and developing social skills

Everything necessary for starting oﬀ the fantastic voyage of elementary school in the best way!

This briefcase contains everything necessary for starting oﬀ in 2nd, 3rd, 4th, and 5th grades and working on class dynamics.

Find out more at page 32

EDUCATIONAL GAMES

1IO3 IL M ORTO P A S S PA

li, J.

Lisci

1 8

27 30

, F. Ce 2018

lle ric tta de valige e erca e Ric

po Eri Svilup

, La ckson

6/ 10

7/ 8

BRIEFCASE

ISBN 978-88-590-1586-4

ISBN 978-88-590-1829-2

€ 28,50

€ 27,50

Fabio Celi and Jonathan Lisci

Flavio Fogarolo

The rewards briefcase

The guess what briefcase

Discovering the city of progress

Didactic games for the whole class

This briefcase helps teachers structure and manage their students’ behaviour, thanks to a series of ready-to-use materials.

A stimulating game for the whole class in which every child can win by developing attention, observation and logic skills.

Find out more at page 92

Find out more at page 40

6/ 7

BRIEFCASE

ISBN 978-88-590-1178-1

ISBN 978-88-590-1585-7

€ 28,50**

€ 28,50

Lara Carnovali

Teacher Larissa’s Mathematics briefcase

Teacher Larissa’s briefcase

First and second grades Dedicated to teachers and parents in search of new and stimulating ways to gradually approach the world of mathematics.

Card games for learning Italian by having fun This briefcase is to be used by primary years one and two pupils for learning the reading and writing process. Find out more at page 51

Find out more at page 33

5/ 7

BRIEFCASE

ISBN 978-88-590-1382-2

ISBN 978-88-590-1877-3

€ 35,00

Giuseppina Gentili

The Mathematics workshop briefcase

The Italian workshop briefcase

12 games for learning by having fun in ﬁrst and second grades

Cooperative educational games for learning by having fun

All games refer to the core principles for teaching mathematics.

A series of fun games on Speaking, Reading, Writing and Linguistic reﬂection, and Vocabulary.

Find out more at page 46

Find out more at page 51

EDUCATIONAL GAMES

Silvia Baldi and Susi Cazzaniga

Zoom Inspector Spellor’s Investigations The adventures of Inspector Spellor, the protagonist of the hit series Mini spelling detective stories, become a game: 10 scenes to observe and a lot of cases to solve... But be careful! Not all of the clues are obvious and not all traces lead to the solution. Can you be a careful observer and find all the hidden details? Can you help Inspector Spellor in his investigation? In this game, words are very important. They are the clues to find the solution to the case and the players will have the opportunity to practice orthographic and lexical skills. Each table was constructed by inserting images that refer to many words (over 1.200), which contain the main orthographic difficulties of the Italian language. Each is a piece for solving the case, each one is a mini-practice of rapid naming and spelling-lexical recovery at the same time.

Suspects

FLORA GIARDINIERA

LISA CUOCA

TOM GIOIELLIERE

BILL YOUTUBER

REBECCA MAESTRA

SAM MECCANICO

DORIS SCRITTRICE

ADAM FALEGNAME

CATE VETERINARIA

NED GIOCATTOLAIO

TEA MUSICISTA

BART MEDICO

�� players Chance� clues� out� come and grand ﬁna� le cards � illustrated game boards � timer � �� sided dice � � notebooks � � � �

ZOOM ISBN 978-88-590-1828-5

Clues cards

LEA SCIENZIATA

Lexicon Orthography Rapid naming Concentration

€ 25,00

Illustrazione di Samuele

Prosser

DEB SPORTIVA

TED PESCATORE

�� years

ZOOM LETTERA

Illustrazione di Stefano Martinuz

Ortog

3 ZOOMto l’ispettore o

x1 Incredibile! Ortografoni si è lereso conto di aver commessoN°unparo errore! Ha cercato oltà Diffic gli indizi nel posto sbagliato! Aiutiam olo a trovare il posto giusto.

Giulia Orecchia

IL SEGRETO

19-20

CI/CE F/V

G L M P R

T D GI/GE GN GLI

GRAN FINALE Qua Ortogr lcosa è and

afo import ni è sicuro ato storto! trovat ante ancora che l’indizio o. per arr Ha bisogno non sia sta più to del ivare alla solu vostro aiu to zione finale.

ZOOM 2 Q no CQ GHI/GHE B F/V CHI/CHE DOPPIE GLI SCE/SCI MB/MP CI/CE GI/GE GN

ZOOM 3 GI/GE Q no CQ GN F/V CI/CE DOPPIE x 2 SCE/SCI GHI/GHE DOPPIE CHI/CHE GLI MB/MP

Zoom cards

DEL CASTELLO

ae nella scen Tirate che parole, 1 numeroil dado! Trovate Trovate 2 nte intorno a voi, nel di 1 nell’ambie la stessa lettera lo zoom parole che il maggior conten non son lettera in iniziano conclessidra. Chi le trova gono 1 cles . o 1 la sfida più gioc valide le par sidra, ma tempo di o e vince più par atori. Vince ole scritte da ferma il temp colpevo ole «uniche chi ha scritto ». Per le parola leggete la prim trovare il nella lista ae del vinc la terza itore.

Outcome cards

Russia, Romania, Finland

C D

P Q no CQ B MB/MP

Tempo

Guardate sul taccuin seduto alla vostra o del giocatore destra. Qual è l’iniziale della sua Trovate altre parole ultima parola. che contengono quella lettera in 1 clessidra. Chi ne trova di più vince e sceglie la prossima scena.

Illustrated boards

7-8

TRAMA

F S T B

9-10 11-12 15-16 17-18

ZOOM 1

2 3 4 5-6

13-14

informa agine ci sono no ha l’ind ber Qualcu scena del lo potreb la ta. che che nel izi inutili a sbaglia Lan degli ind e sulla pist zoom. ciate il da portar quello Il primo do e determ CASTELLO che tro ETO DEL inate parolezoom fer IL SEGR va posso ma il tem 2 parole lo o con r spariscon e Dove scena no essere po di ce. Le re Giovanni llovatvin oNel attorn castetro hi del e sul o atti antic x1 la oni è già sul molti ogge voi..Ortograf una x3 Senza Terraladro ha lasciato letto o e il Difficolt post te: un fazzo rtan à traccia impole iniziali «C.F.» N° paro e lo con le erminat con det e ole o Tempo e il dad trova 2 pare vince. Lanciat o che il tempo Il prim a zoom. zoom, ferm quello

SVOLTA x2

IL SEGRETO DEL CASTELLO

ZOOM 2

rafon siamo i è molto Quali sulla pis soddis fat indizi ta avrà giusta! to: scova to?

Grand finale cards

See also

Inspector Spellor Page 50

Carlo Scataglini

A thousand and one stories

Even ogres are afraid

A game for imagining and telling stories

A game to teach children to address their fears

Created and illustrated by Giulia Orecchia, one of the most famous Italian illustrators, A thousand and one stories is a simple box which has the power to give life to an entire universe, thanks to its contents which stimulate creativity and imagination.

This cooperative game allow adults to gently approach the emotional world of children and help them to express themselves. Overcoming fears is possible, especially if you decide to share them.

Find out more at page 52

Find out more at page 86

EDUCATIONAL GAMES

The Bortolato Analogical Method 18 INTRODUCTION 19 NUMBERS AND CALCULATION 22 PLAYFUL LEARNING 23 MAXITOOLS 24 HOLIDAY HOMEWORK 25 READING AND WRITING

THE BORTOLATO ANALOGICAL METHOD | #SEZIONE2

The Bortolato Analogical Method The Bortolato Analogical Method appeals to children’s intuition to transform learning into a joyful ﬂight of discovery by focusing on the innate way they learn. «After graduating from university, I taught for 42 years in primary school, searching for a path that allowed for learning with less fatigue and more satisfaction. In this way, remembering how I learned things as a child, I dedicated myself to creating tools to help students learn more by simplifying things. Now I feel lucky to have found many teachers who share the same thoughts, ideas, and path of humanity as me.». Camillo Bortolato www.camillobortolato.it

From 2005 to today more than 1.000.000 children in Italy have used the Analogical Method and its materials.

The BAM didactics THE BAM: A METHOD FOR EVERYONE

THE POWER OF ANALOGIES

The tools and strategies that characterize the Analogical Method place importance on the diversity of learning styles and learning times of each student.

Through the use of images, analogies and associations, children organize knowledge and make it permanent, connecting new concepts with those already acquired, while learning an autonomous method to orient themselves within the complexity of knowledge.

Each child improves based on his/her possibilities. Learning should not be an objective, but a wish that comes true. It is for this reason that inclusion is a natural consequence of the analogical didactic approach.

AN OVERVIEW The child is immediately presented with concrete, real and complete tasks which do not interrupt the learning path. This respects the characteristics of the children, who learn in a natural way with an overall view from above.

Once this practical phase is consolidated, the path will be guided by the teacher towards the acquisition of abstract concepts, terminology, rules and procedures of the topic.

THE TEACHER, A TRAVEL COMPANION FOR THE CHILD The teacher is beside the child during the learning process. His/her job is to excite, motivate, and teach while at the same time value the humanity which is at the base of the learning process.

WILLINGNESS TO LEARN Learning is not only a question of intelligence. Above all, it is a question of strategies and willingness on the part of the student. Willingness is made from desires and curiosities that need to be encouraged every day with active teaching.

START FROM CONCRETE THINGS AND TOOLS The approach to learning starts from concrete objects and the tangible learning experiences of the student. The use of tools, like the Line of 20, 100, and the letter keyboard, helps children to learn by doing. Rules, language, and concepts are the end goals, not the starting ones.

Camillo Bortolato

The Analogical Method The theory of the intuitive learning of mathematic

Scan this QR code and discover the world of the Bortolato Analogical Method

This book speaks directly to teachers and �by using its usual language clearness) it explains the principles which inspired the author, how the idea of this Method was born, the reason why it works so good and the best ways to propose it to the parents. 6/ 11 The reference text for the Analogical Method

THE BORTOLATO ANALOGICAL METHOD | INTRODUCTION

PAGES: 168 COLOURFUL PAGES ISBN 978-88-590-0655-8

€ 13,50

First leaps

Modalità di adozione in classe e video su www.erickson.it

Modalità di adozione in classe e video su www.erickson.it 3 volumi + 2 strumenti allegati indivisibili

Bortolato

3 volumi + 2 strumenti allegati indivisibili

or book presents the program to be carried out n order to achieve the skills required by the s program on numbers within 20 (but also to 00), and presents addition, subtraction, and word Pattern drawings and mandalas help provide fter the hard work and effort.

THE LINE OF 20

20 represents our hands, which have always been ental tool for performing mental calculations.

al activities it is possible to place a strip with the 20 on the instrument. The strip can be removed as not to disturb the perception of quantities calculation process.

Camillo Bortolato

THE LINE OF

umbers and calculations in the first ven be used as part of the prerten. It is not a new invention but f learning. It is a revolution towards uitive abilities of each child who ut numbers and the desire to learn.

’s Guide (which can be used by parents who the program at home) clarifies the principles of and provides practical instructions for its use exercise.

hod

€ 14,80

Book + Line of 20 tool + Strip of 20 + The Guide (not to be sold separately)

HOW IS IT DONE? The 5 pegs remind us our fingers

CONTARE

iascun bambino, già dalla scuola dell’infanzia, ha bisogno di appropriarsi di un linguaggio rigoroso per esprimere il pensiero. Per raggiungere questo obiettivo, il volume presenta 55 esercitazioni

Bortolato

Camillo Bortolato

Primi voli fare, pensare, contare

LETTURA INTUITIVA QUANTITÀ concernenti attività DELLE di orientamento topologico, di sequenzialità logica e di classificazione di oggetti con particolare riferimento allo strumento dei blocchi logici. Tutto viene risolto in modo leggero, con un semplice tocco della mano, in linea con le modalità intuitive del pensiero.

Primi voli fare, pensare, contare

3/ 5 3 BOOKS: 108 + 120 + 124 COLOURFUL PAGES ISBN 978-88-590-0331-1

€ 14,80

Slovakia, China Mainland

Camillo Bortolato

PENSARE

TOPOLOGIA E CLASSIFICAZIONE

PENSARE

ontare per dieci, per cento e per mille, indicando con il dito le corrispondenti quantità, è una competenza raggiungibile dai bambini della scuola dell’infanzia in pochi minuti perché si tratta di utilizzare delle analogie verbali di cui sono espertissimi. Tutto avviene molto velocemente come un’esperienza di gioco che sorprende bambini, genitori e insegnanti. Utilissimo anche per le attività di compensazione della scuola primaria.

Bortolato

DISEGNARE, COLORARE E PREPARARSI A SCRIVERE

Doing, Counting and Thinking are the actions which permit children to acquire awareness of themselves and of the environment surrounding them, continuously experimenting with their abilities. The box set including three books and two tools for reading quantities, accompanies the child on a journey of personal growth. CONTARE

Camillo Bortolato

Primi voli fare, pensare, contare

FARE

isegnare, colorare e prepararsi a scrivere: farlo in uno spazio piccolissimo comporta per i bambini un incremento dell’attenzione, un controllo dell’impulsività e lo sviluppo di rafﬁnate competenze grafo-motorie. Questo libretto presenta per tale scopo un percorso suddiviso in 46 unità da svolgere giorno per giorno. È un viaggio emozionante in cui ogni bambino può sperimentare che le azioni sul foglio di carta sono analoghe a quelle nella realtà, e vivere così una nuova esperienza che lo fa sentire grande.

Bortolato

Learning at nursery school with the Analogical Method

Modalità di adozione in classe e video su www.erickson.it

3 volumi + 2 strumenti allegati indivisibili

The Line of 20

5/ 7

English language edition

BOOK PP. 112 + PLASTIC TOOL

The Line of 20 is the alternative to coloured rods in primary school Maths teaching. The method valorizes the intuitive skills of children who, according to recent research, are all born with an innate capacity for calculus. Unlike coloured rods, which require lengthy instructions, The Line of 20 is a fun and easy method that can be used immediately. It allows arithmetic operations within the number twenty and shows that these arithmetic operations are ﬁrst of all simple actions such as adding and taking away. Students use the tool as an extension of their own hands and, as mental calculus in human beings has evolved through the use of hands, no other explanation is required.

ISBN 978-88-590-1682-3

€ 14,80

PLASTIC TOOL EAN 0793579913009

€ 11,80

THE LINE OF 20 The Analogical Method for learning calculation

2-12... 3-13 are number ‘cousins’

BOOK PP. 100 + PLASTIC TOOL ISBN 978-88-590-1583-3

€ 14,80

Slovakia The fives are separated because the amount is perceived, through the grouping of the pegs

Removable number line from 1 to 20

600.000 COPIES SOLD

Teacher’s guide

HOW DOES IT WORK? 7+8 using The line of 20: the dialogue between the tool and the mind The mind dictates the idea of the number 7 and composes it on the tool The eye no longer sees the number 7 but 5 pegs + 2

The result 15 is read on the tool as the sum of 10+5 without any counting having being performed

The mind dictates the idea of the number 8 and composes it on the tool The eye no longer sees the number 8 but 5 pegs + 3

THE BORTOLATO ANALOGICAL METHOD | NUMBERS AND CALCULATION

7/ 8

Learning Maths with the Analogical Method

PAGES: 112 + PLASTIC TOOL

The new version of The Line of 100, the Analogical Method for teaching mathematics in the second grade of primary school, has finally arrived. The second edition of the book offers numerous colour illustrations and new characters from Pitti’s world to guide the students. The line of 100 addresses mental and written calculation, word problems and times tables in a stimulating and engaging way, thus reducing the effort involved in learning mathematics. The book is a complete workbook for second grade, including mental and written calculations with the 4 operations and word problems. Much attention is given to instrumental learning, such as the multiplication tables. The Line of 100 tool has also been updated: now it is easier to use, lighter, and enriched with colour sheets for practicing mathematics! It is an «analog calculator� comparable to a cabinet with ten shelves. By sliding the rods sideways, the student can immediately perform addition and subtraction and understand the meaning of multiplication and division. In addition to the Line of 100 card insert, 7 more inserts are provided for practicing addition, subtraction, multiplication and division by encouraging the memorisation of some numerical facts to speed up written calculations.

100

59 60 56 57 58

+ 10

The tool is easy to use, ergonomic and intuitive

74 75 71 72 73 84 85 81 82 83 94 95 91 92 93

Camillo Bortolato La linea

79 80 76 77 78

89 90 86 87 88

20 + 9 20

14 + 6 30 + 8

24 30

GENITORE

7 new sheets were added to practice addition, subtraction, multiplication and division

9 cards to study times tables

Learning time tables using the Analogical Method Learning Maths with the Analogical Method

tabELLINa

dEL

A series of exercises based on visual-phonic facilitating associations, which transform multiplication tables into an enjoyable and rewarding cognitive challenge. The text is organised into illustrated practical tables, where images and «hook� words play a fundamental role. The attached tool, complete with 8 cards, lets you learn the use of times tables in a simple and immediate way, exploiting the spontaneous approach of the Analogical Method.

THE BORTOLATO ANALOGICAL METHOD | NUMBERS AND CALCULATION

tabELLINa dEL

2 x 2=

x 6= 26

2x 1=

6 x 14=

2 x 3=

14 2x 7= 6 x 6 =

tabELLINa dEL

=x 1 =12 6 x 296

16 29x 8 = 6 x 7 = 42 9 x 6=

=2 =18 6 x 39 x8

2 x 9 =6 18

=3 = 24 6 x 94x10

272 x 10 6

2 x 4=

L’INSEGNAN TE E IL

-6 14 20

12 + 8 20

38 99 100 96 97 98

NI PER

Teacher’s guide

-6 20 11

del 100

LA GUIDA

INDICAZIO

20 + 12 29

69 70 66 67 68

18 10 + 8 32

64 65 61 62 63

365.000 COPIES SOLD

+8 10 10

10 4+6

49 50 46 47 48

54 55 51 52 53

Slovakia

39 40 36 37 38

44 45 41 42 43

€ 11,80

29 30 10 + 8 26 27 28

34 35 31 32 33

EAN 0793579913030

7 13

19 20 4+9 16 17 18

24 25 21 22 23

PLASTIC TOOL

= 1 10 3 0 10 3 + 7 +7 13 143+ 13 4 +2 9 89 410+2+ 9 88 110 28 4+ 0+8 6110 8 + 0 1 10 8 4 + 6 10 + 8 1 4+6 8 32 10 + 20 8 18 + 1 10 + 8 29 2 32 20 + 20 + 9 32 12 20 12 29 + 12 + 20 20 + 20 8 9 29 14 20 + 6 20 + 9 38 12 + 30 8 20 + 20 8 14 + 6 0,07 km 10 70 m = ...... km 30 : 8 300 cm

14 15 11 12 13

€ 14,80

10 9 10 + 7 3 6 7 8

3+7

4 5 1 2 3

ISBN 978-88-590-1895-7

30 g = ...... cm

LA LINEA DEL

The Line of 100

litri metri - grammi -litri

Camillo Bortolato

2 x 5=

x9 5x 4==

30 36

9 x 5=

18 x8=

= x 9 =20 9x8=

6 x 10 =

, Le tabelline Camillo Bortolato

9x7=

con il metodo

analogic

o, Trento,

Erickson

9 x 9=

Le tabelline con il metodo

6/ 10 PAGES: 80 + PLASTIC TOOL ISBN 978-88-590-0424-0

€ 16,00

54 63 72 81 90

analogico, Trento, Erickson

The line of 1000 and other calculation tools

8/ 9

An Analogical Method for learning mathematics

simile alle Questo schema, ti indica etichette dei prodotti, tre possibili che ci sono sempre problemi. domande nei imparerai a Compilandolo e a scegliere decifrare il testo l’operazione.

ne)

(moltiplicazio

(divisione)

ALE CALCOLO MENT

PREZZO TOTALE

144

€ 25

costa 0,50 euro. Ciascuna matita contiene la scatola? Quante matite

Quantità

The Line of 1000 aims to make teaching easier, oﬀering a readyto-complete set of exercises. Mental calculation and written calculation using the four operations, fractions, decimals, the Euro, equivalences and the basics of geometry are dealt with; particular attention is placed on learning times tables. The problems in the last part give pupils a chance to apply the skills they have learnt. The envelope attached contains speciﬁc tools to practice: • times tables; • equivalencies (numeration, length, weight, capacity); • fractions, decimal numbers, euro; • fractions and percentages; • fractions: thirds and sixths; • fractions: fourths and eighths. The teacher’s guide presents an introduction to the main principles of the Analogical Method and suggestions for following the didactic itinerary as a whole with practical indications.

non Nel calcolo mentale ai numeri, ma bisogna pensare disposte cinque a queste finestre il gioco a cinque… e è fatto!

Prezzo unitario

Operazione

CASA DEL MILLE

PREZZO TOTALE

145

€ 16,80

costa 0,80 euro. nella Ciascuna gomma sono contenute Quante gomme scatola?

Prezzo unitario

Quantità

Operazione

e corrispondent Scrivi il numero

PREZZO TOTALE

146

Quantità

costa 32 euro. Un pacco di quadernieuro. 0,80 Ciascuno costa i quaderni? Quanti sono

Prezzo unitario

1 0 1

1 0

Operazione

96 21 30 40 50 i risultati corretti: Cerca tra i seguenti

Problemi

100 301 321 270 220 400 101 250 200 150 120 110 Cerca i risultati:

PAGES: 96 MANUAL + ENCLOSED TOOL

Calcolo mentale

ISBN 978-88-590-1584-0

€ 14,80

190.000 COPIES SOLD

Teacher’s guide

It will be simpler and more intuitive for children to learn mathematics!

3 extra tools for learning fractions have been included

4 4

1 8

3 + 1 + 4 8 8 8

1 + 1 + 2 4 4 4

Completa oralmente le bilance

6 + 1 + 1 8 4 8

2 + 2 + 1 4 8? 8

4 + 4 4 4

4 4

1 + ? 8

4 4

FIFTH CLASS MATHS A programme to recoup all curricular skills

The volume presents the syllabus for 4th class Maths through the Analogical Method. 525 exercises to conquest all the skills required for the curriculum of the fourth class: the 4 operations; solution of problems through images; problems with text, euro, decimals, fractions, decimals and percentages; tare, net weight, gross weight; geometry.

With more than 430 exercises, showing the main features of the Analogical Method, the book aims to build and develop the conventional ﬁfth year programme, besides suggesting a series of activities in preparation for the ﬁrst year of secondary school. The book comes with a square-ruler goniometer, a unique tool which allows you to create perpendicular and parallel lines, build and measure angles, and measure bases and heights.

10/ 11

PAGES: 110 + PLASTIC TOOL ISBN 978-88-590-0075-4

€ 13,80

Geometria operativa: equiestensione

dal

decalitri

litri

decilitri

centilitri

millilitri

100 mm

ettolitri

capacità

centinaia

decine

unità

decimi

centesimi

millesimi

numerazione

migliaia

Con la matita crea un reticolo all’interno della figura e calcola il perimetro e l’area.

358

per saperne di più 266

1 ora

Area colorata ..................

Area bianca ..................

359

Area colorata ..................

Area bianca ..................

120 km

360

1 ora

Area bianca ..................

Area colorata ..................

361

362

........

10 ore

........

1 h, 20 I

267

Trova 24 triangoli.

Esegui senza staccare la penna e senza ripassare le linee.

Tocca tutti i punti con 4 segmenti senza staccare la penna.

Area colorata .................. 364

Area colorata ..................

Area bianca ..................

Area colorata ..................

180 minuti

1 ora

1 ora ........

........

18 minuti ........

1 h, 40 I 200 km

Area bianca ..................

Osserva i simboli e usali nella tabella sottostante. 1g giorno

Area bianca ..................

363

........

1 ora

120 km

160 km

30 minuti

100 km

120 km

.............

300 km

1 ora km

1 ora

1 minuto

120 km

........

Area colorata ..................

Velocità oraria

3 ore

PARTENZA

Trova 30 quadrati.

L'intelligenza non ha età!

Velocità oraria

1 ora

Area colorata ..................

Giochi di concentrazione

Tempo e velocità Qui bisogna cogliere la strategia giusta.

Ricorda che ogni triangolo è equivalente a mezzo quadrato o a mezzo rettangolo con la stessa base e la stessa altezza.

357

30 km

3) Disegna la virgola con un pennarello indelebile.

millimetri

centimetri

2) Piegalo ad anelllo e incolla i lembi con del nastro adesivo.

decimetri

1) Ritaglia un rettangolo di nylon trasparente simile alle copertine dei quadernoni con le misure indicate.

metri

decametri

ISTRUZIONI PER COSTRUIRE LA VIRGOLA SCORREVOLE

hm dam

ettometri

lunghezza

chilometri

25 mm

€ 13,80

4 4

PAGES: 120 ISBN 978-88-6137-869-8

FRAZIONI – QUARTI E OTTAVI

9/ 10

FOURTH CLASS MATHS A programme to recoup all curricular skills

12 h ore

50 I minuti primi

ARRIVO

40 II minuti secondi

DURATA

Area bianca ..................

Matematica al volo in quinta

giovedì, ore 6:30

giovedì, ore 17:20

10 h e 50 I

giovedì, ore 6:30

giovedì, ore 24:00

.......................

giovedì, ore 6:30

venerdì, ore 12:30

.......................

giovedì, ore 6:30

domenica, ore 12:00

.......................

Matematica al volo in quinta

THE BORTOLATO ANALOGICAL METHOD | NUMBERS AND CALCULATION

BREAKING DOWN PROBLEMS WITH A CALCULATOR 99 exercises for freeing children’s intelligence

BREAKING DOWN PROBLEMS 90 exercises for overcoming your fear of mathematics

8/ 11

PAGES: 192 COLOURFUL PAGES ISBN 978-88-590-1079-1

€ 9,90

61.000

COPIES SOLD

The book contains 90 problems, designed as intuitive individual challenges that children can carry out in class or at home. Due to the graphic solutions adopted, the problems do not involve any arithmetic and have a therapeutic value for all those children who mistakenly identify mathematics with the operations of the discipline. Each problem comes with a midpoint tip and a solution. Targeting primary school children and upwards, the exercises offered are turned into useful, entertaining games.

6/ 11

PAGES: 210 COLOURFUL PAGES ISBN 978-88-590-1014-2

€ 9,90

20.000

COPIES SOLD

The book contains a series of problems, designed as intuitive individual challenges that children can carry out in class or at home. The use of a calculator is recommended in order to overcome difficulties in some of the calculations. Thanks to the graphic solutions adopted, the problems have a therapeutic value for all those children who mistakenly identify mathematics with the operations of the discipline. The games do not only target children but also adults who want to engage in enjoyable, fun challenges of a brain-teasing nature.

Traditional scholastic problems are turned into picture games, inspired by Sudoku and other brain teasers

1 3

er gg Su

The calculator allows children to tackle all primary school problems right from the first two years of school

Fausto Amenta

Solids on the fly with straws Have fun with geometry and relax with math pattern drawings A new release from the Bortolato Analogical Method to discover solid and flat geometric shapes starting directly from real three-dimensional figures and constructions! By building solids and polygons that can be touched, rotated and observed, children approach geometry in a fun and natural way. Solid on the fly with straws is a proposal that is based on the principles of the Analogical Method and encourages implicit learning: children learn the first geometric concepts by building solids and polygons with nothing but some straws and their hands. At the end of each exercise, the book proposes numerous pattern drawings to be completed, allowing those who have finished the task to occupy their free time in peace while those who have yet to finish not to feel under pressure.

THE BORTOLATO ANALOGICAL METHOD | PLAYFUL LEARNING

7/ 10 PAGES: 120 ISBN 978-88-590-1837-7

€ 18,50

a b c c d e chi

ci ca ce co cu

che

f g g h i j k gi ga ge go gu

ghi

l ghe

TASTIERA DI LETTURA MAXI

Camillo Bortolato

Children learn the concept of the euro and euro cents immediately and simply. LA CASSAFORTE DELL’EURO

• Leggi l’alfabeto • Digita i nomi di queste immagini con le singole lettere o con le sillabe

Camillo Bortolato

Indica toccando i centesimi

1 cent

15 cent

2 cent

25 cent

5 cent

31 cent

10 cent

39 cent

20 cent

44 cent

50 cent

53 cent

60 cent

62 cent

70 cent

75 cent 81 cent 95 cent

100 cent

96 cm

80 cent 90 cent

Paga toccando il minimo di monete

2 WALL POSTERS

ISBN 978-88-590-1810-0 | € 15,00

0,02

0,05

0,10

15 c

45 c

70 c

€ 1,60

€ 2,60

€ 3,20

€ 3,90

Indica nella cassaforte le percentuali

1% uno per cento

WALL POSTER

0,20

€ 1,10

10 %

50 %

100 %

dieci per cento

cinquanta per cento

cento per cento

0,50

1,00

90 c

100 c

€ 4,60

€ 5,70

Indica nella cassaforte le frazioni

una parte 1 su quattro 4

due parti 2 su quattro 4

tre parti 3 su quattro 4

quattro parti 4 su quattro 4

Non più unità, decine e centinaia, come a scuola, ma centesimi ed euro come nella vita quotidiana. Questa rappresentazione concreta della realtà è la via più semplice per iniziare il percorso di apprendimento in matematica.

0,01

Reading and composing words while having fun

ISBN 978-88-590-1809-4 | € 15,00

Maxi reading keyboard

The euro’s safe

Italian with the Bortolato Analogical Method - Wall Poster

Mathematics with the Bortolato Analogical Method – Wall Posters

The Maxi reading keyboard is a wall poster that allows the child to apply him/herself to reading in a more systematic way, which is the study objective in ﬁrst grade. This is the classroom version of the individual reading strip contained in Italian in first grade with the Analogical Method. The posters are accompanied by a user’s guide for teachers and parents.

FIRST LEAPS MAXI ISBN 978-88-590-0768-5 | € 25,00

A poster that substitutes the classic abacus dots with coins that make up the euro. Each child will only need to glance at the poster to have an idea of the correspondence between the number and the coin. The euro’s safe also includes games in which the children simulate purchasing items, indicating the coins needed in the safe.

THE LINE OF 20 MAXI For learning numbers and calculations EAN 8068057176040 | € 75,00

LOGICAL BLOCKS MAXI For mastering the mechanism of hierarchical classiﬁcations EAN 8068057176064 | € 105,00

THE HOUSE OF 1000 WALL POSTERS For helping children with mental and written calculation

THE LINE OF 100 MAXI For performing addition and subtraction immediately

EQUIVALENCE MAXI For an immediate understanding of equivalences

ISBN: 8068057176019 | € 9,00

EAN 8068057176033 | € 165,00

EAN 8068057176057 | € 75,00

THE BORTOLATO ANALOGICAL METHOD | MAXITOOLS

Holiday homework

The series

The Playful Learning series does not oﬀer the usual boring workbooks for the holidays. On the contrary, it is a set of cut-out cards that can be taken with you away while travelling, which ﬁt into special bags provided with the book. While travelling by car, on the beach under an umbrella, in the mountains, or before going to bed, children can review what they have learnt and challenge their friends.

PLAYFUL LEARNING: 1ST CLASS IN PRACTICE

PLAYFUL LEARNING: 2ND CLASS IN PRACTICE

6/ 7

PLAYFUL LEARNING: 3RD CLASS IN PRACTICE 8/ 9

7/ 8

PAGES: 64 COLOURFUL PAGES

ISBN 978-88-590-0013-6

ISBN 978-88-590-0231-4

€ 10,00

Da fare

PAGES: 96 COLOURFUL PAGES

ISBN 978-88-590-0513-1

ISBN 978-88-590-0795-1

€ 10,00

Fatto

3 5

Risolvi

Easy to cut and use!

3 5

= 3

5 6

Risultati 168, 280, 270, 315, 224, 280.

4 0

2 4 0

SCALATA Per difenderti rispondi senza interruzioni o ricomincia da capo.

Esercitati

FOSSA Attraversa senza cedere o ricomincia da capo.

Esercitati

5 6

Ci sono due errori per riga. Cerchiali e alla fine dai il voto.

Un pomeriggio insieme

3x7

8x8

4 0

Correggi tu il tema di Caterina

7x9

3x8

8x5

3x5

7x4

Oggi sono andata ha trovare la mia amica marina per fare i 5 6

4 0

8x7

7x5

conpiti insieme. Dopo un po ci siamo stancate x

Io mi annoiavo perche bisogniava fare piano. Poi mi a offerto un gelato. In fine sono cadute delle

7x8

3x9

8x9

3x4

8x4

7x6

fa r

FRECCE Scappa senza farti prendere o ricomincia da capo.

4 0

7 4 0

Fatto

4 0

7 4 0

PAGES: 64 COLOURFUL PAGES

Da fare

Fatto

Super calcolo

Risolvi

Da fare

Risultati 240, 80, 160, 120, 180, 200.

Fun and colourful exercises to practice mathematics and language

9/ 10

€ 10,00

PLAYFUL LEARNING: 4TH CLASS IN PRACTICE

Correggi tu il tema di Marina Ci sono due errori per riga. Cerchiali e alla fine dai il voto. Fatto

Da fare

Fatto

Da fare

Fatto

Da fare

Un pomeriggio insieme Oggi è venuta a trovarmi Caterina che e molto vivace. Gli ho detto ce non potevamo fare rumore perché soto stavano dormendo ma lei non ascoltava. Cosi per calmarla sono andatta a prendere dal frigo dei gelati al ciocolato. Caterina pero si è messa a saltare lo stesso con il gelato in mano e a machiato il divano nuovo di

fa r

pelle. quando mi sono accorta ho cercato di pulire con la candegina

THE BORTOLATO ANALOGICAL METHOD | HOLIDAY HOMEWORK

The cut-out cards are to be collected in nice envelops also decorated by children

3/ 7

PAGES: 68 + 56 IN FULL COLOUR

4 STRIPS (18X98 CM. EACH) ISBN 978-88-590-1518-5

ISBN 978-88-590-0896-5

€ 15,00

€ 14,80

First leaps in reading

First leaps in reading Alphabet wall poster

Learning at nursery school with the Analogical Method

Learning at nursery school with the Analogical Method The Alphabet wall poster is a tool for presenting and learning the letters of the alphabet in just a few minutes, with the help of pictures which represent each letter. This tool enables the teacher to show the whole class the letter or phoneme in question. How to use it: 1. present the entire sequence; 2. get children to learn the alphabet by heart; 3. present the sounds of the letters and let children to practice pronouncing.

First leaps in reading

Camillo Camillo Bortolato Bortolato

3/ 6

The series PRIMI VOLI IN LETTURA PRIMI VOLI IN LETTURA

Three illustrated booklets that continue the adventures of Pitti’s Little Stories, assisting kindergarten children with their first reading experiences. Each booklet contains an alphabet strip with the letters (both upper and lower case), corresponding hook images and spelling difficulties to support children with learning to read. Not just single letters, but groups of vowels and consonants to join together to make learning to read quicker and more fluent. The large, colourful illustrations stimulate curiosity in the children and encourage them to read autonomously. They also help the child contextualize the stories and create a connection between each image and reality.

Camillo Bortolato

PRIMI VOLI IN LETTURA

Camillo Bortolato

PITTI AND THE STRONG WIND PAGES: 64 ISBN 978-88-590-1980-0

€ 9,00

PITTI AND THE LOST BLACKBIRD PAGES: 64 ISBN 978-88-590-1982-4

€ 9,00

PITTI AND THE DARK NIGHT PAGES: 64 ISBN 978-88-590-1981-7

€ 9,00

The hook images allow the children to instantly memorize the graphemes in a fun way

PRIMI VOLI IN LETTURA

WX Y

JKJK DA CI CA DE DI CE CO DO DA CICUCADU DIDE CO DO CE CU DU

BA BE BI BO BU BA BE BI BO BU

GI GA GA GEGIGO GO GEGU GU

FA FE FI FA FO FE FU FI FO FU

WXY LALA LELE LI LI LOLO LULU

NA MA NA MA NE ME NE ME NI MIMI NI NO MO NO MO NU MU MU NU

PA QUA PE QUE PA QUA QUI PI PE QUO PO QUE PI PU QUI PO QUO PU

Stampato maiuscolo

Stampato maiusco lo

The alphabet strip, integrated in the book, is simple and easy to use

TASTIER A DI LETTURA

• Leggi l’alfabeto

• Digita i nomi di queste immagini con le singole lettere o con le sillabe

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RA RE RI RA RO RE RU RI RO RU

SA SE SI SA SO SE SU SI SO SU

TA TE TI TO TA TU TE TI TO TU

VA VE VI VO VA VU VE VI VO VU

ZA ZE ZI ZO ZU ZA ZE ZI ZO ZU

TASTIERA DI LETTU

PITTI E I NIDI

Camillo Bortolato Camillo Bortolato

A box set for learning how to read eﬀortlessly starting from nursery school. It will enable every child to rapidly reach this objective, using two books: • a special alphabet book that presents the entire course in just a few minutes, ending with a summary strip which allows to see everything at a glance; • Pitti’s little story that each child can read by referring to the summary strip.

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THE BORTOLATO ANALOGICAL METHOD | READING AND WRITING

Italian with the Analogical Method A series of practical boxed sets for using the Analogical Method to teach Italian in primary school.

5/ 7

7/ 8 8 DESK STRIPS + STRIP HOLDER + BOOK 20 STORIES + LUNA + WRITING EXERCISE BOOK + FIBER PEN + GUIDE FOR TEACHERS

8 DESK STRIPS + STRIP HOLDER + BOOK PITTI’S SEASONS + WRITING EXERCISE BOOK + FIBER PEN + GUIDE FOR TEACHERS ISBN 978-88-590-1170-5

€ 14,80

ISBN 978-88-590-1347-1

€ 14,80

Italian with the Analogical Method - Year one

Italian with the Analogical Method - Year two

Reading and an introduction to writing

Reading, comprehension, writing, grammar, spelling and lexis

Writing notebook

Reading book

Desk strips

Reading book

Writing notebook

8/ 9

9/ 10

7 DESK STRIPS + VERB CLOSET + BOOK THE MISTERIOUS FOX + WRITING NOOTEBOOK + FIBER PEN + GUIDE FOR TEACHERS

7 DESK STRIPS + BOOK FIDO'S TREASURE AND OTHER TALES + WRITING NOOTEBOOK + GUIDE FOR TEACHERS

ISBN 978-88-590-1582-6

€ 14,80

Italian with the Analogical Method – Year three

Italian with the Analogical Method – Year four

Reading, comprehension, writing, spelling, grammar, vocabulary

Reading, comprehension, composition, logic and grammatical analyses

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Desk strips 26

THE BORTOLATO ANALOGICAL METHOD | READING AND WRITING

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Erickson

Writing notebook The verb closet marker

Reading book ©

Reading book

2019,

€ 14,80

School education and didactics 28 32 33 4� 41 42 43 4� 48 5� 52 53 54 5� 5� 59 �� 2

PRE�SCHOOL/PREREQUISITES PASSAGE TO PRIMARY SCHOOL MATHS AND GEOMETRY LOGICAL AND COGNITIVE ABILITIES SCIENCE HISTORY AND GEOGRAPHY ENGLISH COMPETENCES LEARNING WITH LAPBOOKS GRAMMAR AND ORTHOGRAPHY NARRATION AND IMAGINATION WORKSHOPS HOMEWORK PERSONALIZED TESTS TEACHING METHODOLOGIES THE MONTESSORI METHOD ERICKSON GUIDES INCLUSIVE AND INNOVATIVE DIDACTICS

SCHOOL EDUCATION AND DIDACTICS | #SEZIONE2

3/ 6

PAGES: 152 ISBN 978-88-590-1825-4

€ 23,50

Centro Zaffiria

Manuela Piazza

PAPER, SCISSORS AND APPS Creative workshops on images, sounds and colours for kindergarten

A SPACESHIP FULL OF... DRAWINGS, GAMES, AND PRE-WRITING ACTIVITIES

The purpose of this notebook is not for the child to sink into solitude on the screen, but it makes collective play the object of the game to explore the world with new tools and in new ways. Analog and digital worlds are always intertwined, in every proposed workshop. The lightness and depth of the game, the power of the language of art are outlined here to reshape technology and teaching itself, so that you can simultaneously play with the app, scissors and glue!

The theme of the drawings, a great scholastic tradition, is here connected to exercises that support the development of scholastic prerequisites, such as pre-writing, logic and memory. A comic strip story set in space acts as a thread for the many activities of increasing diﬃculty that, once completed, will allow children to solve the mission! The notebook keeps fast working children occupied in complete autonomy, allowing the teacher to devote his/her remaining time to helping the students most in need.

Daniela Oddone and Veronica Saccà

3/ 6

PAGES: 56 + STICKERS ISBN 978-88-590-1936-7

€ 8,90

Luca Congia

PIEGOLANDIA è una miniserie a fumetto che, attraverso l’utilizzo degli origami, stimola nelle bambine e nei bambini tra i 4 e i 10 anni le abilità e il ragionamento di tipo matematico, visuospaziale, geometrico, creativo e di problem solving. Ciascun quaderno è ambientato nella città di Piegolandia e propone un divertente percorso-gioco in compagnia di Caterina e Pierpaolo, due simpatiche guide che trasmetteranno ai bambini la loro grande passione per gli origami e le scienze. In particolare, Caterina avrà modo di raccontare tutto quello che conosce sui pianeti, le stelle e lo Spazio! In questo primo episodio i bambini (tra i 4 e i 7 anni) vengono guidati nel creare:

IMPROVING FINE MOTOR SKILLS Games and activities for children from ages 2 to 6

THE LAND OF ORIGAMI Astronomy, the cosmos and other stories

LUCA CONGIA

• le prime pieghe attraverso cui manipolare elementi geometrici come vertici, lati, punti; • le prime basi degli origami (blintz e aquilone).

UN QUADERNO PER GIOCARE E SVILUPPARE: 1

Abilità matematiche

Abilità visuo-spaziali

****

Abilità di problem solving

Abilità creative

***

Lavoro cooperativo

IL COSMO 1.. L’ASTRONOMIA, E ALTRE STORIE

EHI BAMBINI, NON PERDETEVI IL PROSSIMO EPISODIO «L’INGEGNERIA, LE MACCHINE E ALTRE STORIE»…

Fine motor skills are at the basis of the actions we perform every day, such as getting dressed, tying shoes, writing, etc., and should therefore be favored and reinforced from early childhood, to better accompany the growth of each child. This is the purpose of this book, which proposes games and activities to be carried out with DIY materials, aimed at improving accuracy, manual skills and hand-eye coordination. € 9,90

…IN CUI TI PARLERÒ DELLA MIA PASSIONE PER LE MACCHINE E I GRATTACIELI! …CI CONTO!

www.erickson.it

2/ 6

PAGES: 166 ISBN 978-88-590-1783-7

€ 23,00

4/ 6

PAGES: 80 ISBN 978-88-590-1937-4

€ 9,90

G. Trevisi, C. Bernardi, D. Caner, C. Da Dalt, I. Giacomazzi, E. Serafin, C. Vidotto, M. Zanetti

Maria Cristina Cutrone, Monica Muratori

TRAINING ATTENTION IN PRE-SCHOOL AGE Games and activities for 3 to 5 year-olds

WORKSHOP FOR DEVELOPING ATTENTION AND COGNITIVE ABILITIES Games and activities for nursery school 3/ 4

PAGES: 249

ISBN 978-88-590-0754-8

€ 23,50

This book offers a didactic and psychoeducational workshop for children aged 3-4. The programme is divided into 21 sessions, in which children will discover about rules on their surroundings and on interpersonal exchanges, co-operation, the passing of time, the most effective ways for dealing with stimuli and attentive resources. Each didactic unit comes with illustrated practical worksheets, with levels of difficulty graded according to age, and is preceded with a brief overview of its objectives and the materials and procedures to be used during the programme.

Through the creation of origami, this notebook stimulates mathematical, visual-spatial, geometric, creativity, problem solving skills and reasoning. The proposed activities, of increasing and gradual diﬃculty, support the development of school prerequisites for children aged 4 to 6 years, activating their interest in the STEM subjects. Caterina and Pierpaolo will transmit their love of origami and science to the children, who will be guided in the creation of the ﬁrst folds through which they will manipulate geometric elements such as vertices, sides and points, and make simple origami (blitz, kite and triangle shapes).

3/ 5

PAGES: 234 ISBN 978-88-590-1342-6

€ 21,50

Possessing both good auditory and visual attention skills, together with a certain cognitive flexibility, is essential in order to learn effectively at a school age. The book offers a series of simple, fun games for developing the attention of nursery school-aged children, thus preparing them for their first activities at primary school. The book is divided into twelve sections, each one containing a selection of practical worksheets and fun activities, for example: Opposites, Animal steps, The line of numbers, Find the picture, Pairs, Read the pictures, Find the words.

SCHOOL EDUCATION AND DIDACTICS | PRE-SCHOOL/PREREQUISITES

3/ 10

PAGES: 186 + COLOURED ACTIVITY SHEETS ATTACHED

ISBN 978-88-590-0845-3

€ 21,50

Poland

3/ 6

PAGES: 160 ISBN 978-88-613-7951-0

€ 18,00

5+ PAGES: 140 + 30 CARDS + 2 BOARDS ISBN 978-88-590-0806-4

€ 21,00

Donatella Colina

150 GAMES IN MOVEMENT Developing motor planning prerequisites for learning

150 LOGIC-PERCEPTION GAMES Develop the visual-perceptual and visual-spatial prerequisites for learning

This book provides activities and tools for encouraging the acquisition and development of motor planning prerequisites to learning, in the event of motor organisation deficits or intellectual disabilities. The book offers 150 games which aim to improve: • body perception and control • balance and gross motor coordination • hand-eye and fine motor coordination • graphic-motor skills • praxic organisation aimed at autonomies and graphic motor skills. An appendix with worksheets and colour material for specific games come with the book.

To encourage the development of logic and perception, and therefore the acquisition of eﬀective methods and strategies for organizing information, this book provides practical and easy-to-use support for child-care specialists and parents. It contains 150 games divided into the 5 sections corresponding with the major functions used: • visual-spatial skills and intermodal integration; • visual information analysis; • visual and visual-spatial memory; • mental representation; • pre-reading/writing and pre-math skills.

3/ 6

PAGES: 234 ISBN 978-88-590-1435-5

€ 20,00

Paola Ricchiardi and Cristina Coggi

Cristina Coggi and Paola Ricchiardi

PLAYING AND COGNITIVE REINFORCEMENT IN CHILDHOOD – THEORY Understanding, memory, reasoning, critical capacity and creativity

READY TO LEARN? Evaluating cognitive readiness in nursery school

This volume explores the power of recreational activities, providing operational guidelines for structuring courses aimed at increasing school readiness. Free time lived creatively through games allows for healthy and balanced growth. If the game/activity is integrated into the learning process, the child increases his/her knowledge, develops self-regulation, acquires the meaning of things, gains the ability to cooperate and deal with problems in diﬀerent areas, developing original solutions.

2/ 6

PAGES: 200 ISBN 978-88-590-1908-4

€ 21,50

This volume oﬀers the teacher a valid tool for observing and evaluating the minimum level of skills in nursery school children. There are a set of 6 tests to be administered at the start and end of the year, and include a cognitive model of reference, rules for the administration of the tests, the answer key and indications for the interpretation of the results. Through speciﬁc tests accompanied by cut-out materials, this volume helps to detect the following cognitive processes: memorizing, knowing, understanding, reasoning, creating, analyzing.

B. Fioravanti, E. Savelli and S. Franceschi

Cesare Cornoldi, Gianna Friso, Silvia Drusi

BUILDING AND DEVELOPING PRE-ALPHABETIC SKILLS Games and activities on the alphabet, rapid denomination, phonological awareness and auditory and visual memory

METACOGNITION AND AN INTRODUCTION TO READING AND WRITING Metacognitive activities for nursery school children

The book tackles learning reading and writing by taking inspiration from the «ecological» neuroconstructivist theory of development, which is based on the idea that emergent literacy skills already appear in the pre-school phase, evolving extremely heterogeneously according to individual characteristics and environmental factors.The programme of intervention outlined here oﬀers a selection of fun activities which take advantage of pre-school children’s natural interest in written language.

3/ 6

PAGES: 214 COLOURFUL PAGES ISBN 978-88-590-1164-4

€ 23,00

In order to provide a foundation to reading and writing and prepare children for primary school, it is important to help them right from nursery school to develop metacognitive sensitivity, so that they learn to exert active, conscious control over their work and in general over all learning processes. This book oﬀers an innovative programme for developing the metacognitive processes of reading and writing with worksheets containing stories and games.

SCHOOL EDUCATION AND DIDACTICS | PRE-SCHOOL/PREREQUISITES

Alessandra Baretter

7 Days with Riccio

3/ 6

A mega-book: construct, read and play

2 BOOKLETS - 32 PAGES

The ﬁrst title in a series of pop-up books to be built with cut-out detachable ﬁgures that can be glued in to create an engaging story!

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fare: seguendo liare. ina, poi, so cosa devi trovato! da ritag a. Ades spiego Ah, ti ho le figurine lia la figur la stori , ora ti con cosa ritag comincia _______ prima pagine tto le cio: per alzerai quando . poi Car_ ____ ltro libre lbero, di Ric n.1 . Lo la tana ca dall’a spazio le rale dell’a o la tana infine 1. Stac costruire il sole dietr llala sullo lo spazio cent Piega a incia a e o e inco l’albero. 2. Com continua, pieg lia anch all’indietr dietro e ritag di base la linea piega nascosta le linee è i etta a segu n.3. Poi la pign la lingu grande, spazio derà piega n.2. ata, così il pino llala nello te lo chie ngolini tratteggi ritaglia e inco quando sui retta ma la linea 3. Poi o solo llale lung la sago uscire o e inco ritaglia piegalo ai farla all’indietr e piccolo: . Dovr stanco i il pino linguette hanno Riccio è di rose coccinella ruisc se la che sorpre glio so cost x etta con n.4. 11 sui rettangolini Dopo tantere sotto un cespu M-GNAM! 4. Ades spazio o la lingu llali ndo. nello la va a riposa Ma prima: «GNA all’indietr ti sta aiuta llarlo ) e inco piega e inco le (n.7 che ina, poi selvatiche. . sasso le frago l’adulto la figur liare il (n.6) e RON-RON!» Riccio?? ritaglia tana. devi ritag funghetti fatto è sagoma: i alla mia Cosa ha 5. Ora lia mia ro Questo la dent so ritag : da fare. costruire mettimi 6. Ades o numero. cosa to ti dico ento di i. Ora ltima mom in pied e fai quan lo stess c’è un’u ato il a nte stare ò arriv prim tame eè potr a, ma atten 7. E infin ed ecco che la stori Ascolta ica: ltare magia. linguetta ula mag per asco svelo una to form la ora ti sei pron recita in giù… foglio Adesso , per cui su e ilibro colla questo rno, in siete più! i di un Mag atto ci spalm ! Incollo e non mentre successo paginett cosa è guarda e… apri forte, ccialo , schia il libro Chiudi

Mate

Illustrazioni

Giovanni

Frasconi

ISBN 978-88-590-1964-0

€ 12,50

The title 7 Days with Riccio comes from the story: in a week’s time, children have to help Riccio cross the woods to reach his friend bear’s house. In fact, 7 is the ideal number of days to allow a child to learn, consolidate and store new concepts and skills. Each of the 7 episodes that make up the story focus on certain skills, thus allowing the child to develop important school prerequisites such as verbal comprehension and production, concentration, dexterity, memory and planning. The story book, where the child sticks on and moves the cut-out ﬁgures, creates a captivating and fun narrative setting. An accompanying workbook provides guidance to the parent and child to build the episodes of the story.

Cut-out materials

GIORNO

I 2: I SUON

O DEL PRAT

ISTRUZION

I PER

IL MAGILCOSTRUIRE IBRO

Costruisci, e giocaleggi

Illustra

Giovanni zioni di Frasconi

leggi Costruisci, e gioca

Teacher’s guide

Emma Perrotta, Chiara Demurtas

Marina Brignola, Emma Perrotta, Maria Cristina Tigoli

DEVELOPING INTELLIGENCE FOR PRIMARY SCHOOL Cognitive development games and activities for aged 5+

5+ PAGES: 256 ISBN 978-88-590-0469-1

€ 19,00

This book offers a training programme to help children learn how to adopt cognitive strategies for profitable learning on their own, in view of their entry into primary school. With over 200 illustrated worksheets, the book is addressed to parents, teachers and therapists, who will be able to help their children expand their basic cognitive abilities and strengthen those lacking, in a fun, effective way.

DEVELOPING PREREQUISITES FOR PRIMARY SCHOOL VOL. 1 Games and activities on attention, logic, language, pre-writing skills, space and time

4/ 7

VOL. 1 PAGES: 260

ISBN 978-88-590-0014-3

€ 21,00

VOL. 2 PAGES: 272

ISBN 978-88-590-0711-1

€ 21,00

3/ 6

PAGES: 218 ISBN 978-88-590-0782-1

€ 21,00

VOL. 2 New games and activities on attention, logic, language, pre-writing skills, pre-calculation skills, spatial orientation and time awareness A complete recreational programme on the cognitive and instrumental prerequisites needed to easily make initial progress at school, especially in reading and writing.

Luciana Ferraboschi, Bastianina Contena, Carlo Benvenuti, Alessandro Sacchella, Stefano Taddei

LET’S HELP THEM LEARN – NURSERY SCHOOL Developing cognitive processes with neurosciences

LET’S HELP THEM LEARN – PRIMARY SCHOOL Developing cognitive processes with neurosciences

This book offers a series of experiences aimed at developing scientific thought in children aged 3 to 6. The book, a valid support for teaching based on transversality and on discovery, presents four contexts, within which different concepts can be explored: liquids, forces, sounds and books.

6/ 10

PAGES: 336 ISBN 978-88-590-0530-8

€ 21,00

This volume offers didactic projects aimed at preventing and reducing the ever-increasing number of specific learning disorders and the various difficulties resulting from a state of cognitive fragility. Teachers will find observation sheets and evaluation tools essential for monitoring and strengthening children’s cognitive skills.

SCHOOL EDUCATION AND DIDACTICS | PRE-SCHOOL/PREREQUISITES

The kamishibai of Marilú and the five senses The Kamishibai of Marilù and the five senses is a cardboard puppet theatre – which is inspired by the traditional Japanese Kamishibai (from Japanese: kami: paper; shibai: theatre) – through which it is possible to tell children stories, accompanying reading with suggestive visual images. In this case, the story of Marilù and the 5 senses aims to involve the small spectators and make them experience an emotionally signiﬁcant multi-sensory experience. The kamishibai, in addition to being a container of author’s stories and artist illustrations, can also be used independently by children, in the construction and narration of new stories or fables. The Kamishibai is particularly useful for:

Carlo Scataglini

Scan the QR code to discover more Carlo Scataglini

Il Kamishibai di

e i cinque sensi

Teatro butai Album kamishibai

Illustrazioni di Alessandra Psacharopulo

• developing a sense of community, through the sharing of stories to a wide audience; • developing language and expressive skills, especially when the children are given space to invent their own stories; • developing skills of interaction, especially if the story contains dialogue.

3/ 6 BOOK + THEATRE + NARRATIVE CARDS ISBN 978-88-590-1832-2

€ 29,50

Illustrated narrative boards

Thumbnail of the image that the viewers see

QR-code for sound effects and music

See also

Marilù and the five senses

Narrative text

Page 84

SCHOOL EDUCATION AND DIDACTICS | PRE-SCHOOL/PREREQUISITES

The briefcase for starting oﬀ... First grade Programme for reception, inclusion and observation for the ﬁrst months in the classroom

5/ 6 2 DECKS OF CARDS + 9 FULL COLOUR POSTERS + GAMEBOARD + BOOK AT SCHOOL: FANTASTIC ADVENTURES IN THE MANYPAWS WOODS + TEACHER’S GUIDE

The first briefcase dedicated to the reception of students in the first year of primary school, which contains everything necessary to meet the different needs of the students and teachers struggling with the beginning of a new experience. Thanks to the workshops and activities offered by the briefcase, the teacher gets to know the children, identifies and enhances their skills, detects difficulties and strengthens areas of weakness. Children, through the use of different characters and settings, will have to dramatise, rework and customise a story, working in a group to get to know each other and practice different skills.

Desirèe Rossi A graduate of Educational Sciences and Clinical Psychology, she has taught in Nursery schools and currently teaches in Primary school.

ISBN 978-88-590-1646-5

€ 28,50

The minitheatre with the backgrounds

Anna Marinelli Primary school teacher, she’s always on the lookout for creative strategies to promote inclusion.

Teacher’s guide Emotion cards

The Story Book Feeling cards

Desirèe Rossi and Anna Marinelli

The Briefcase for starting oﬀ...Right Interdisciplinary programmes for welcoming students and developing social skills 7/ 11 BRIEFCASE + 2 DECKS OF CARDS + A TWO-SIDED BOARD + BOOK WITH STORIES + TEACHER’S GUIDE ISBN 978-88-590-1906-0

€ 28,50

In the first weeks of school it is important to take the time to re-consolidate relationships and the class atmosphere in order to then work with serenity while teaching the different skills required by the curriculum. Therefore, the time used for creating positive class dynamics, is time that is functional to learning. This briefcase contains everything necessary for starting off in 2nd, 3rd, 4th, and 5th grades and working on class dynamics, with the objective of using a workshop methodology to enhance the social dimensions of learning, developing social skills and working in teams on educational activities which stimulate active citizenship, responsibility and autonomy skills in the students.

SCHOOL EDUCATION AND DIDACTICS | PASSAGE TO PRIMARY SCHOOL

Scan the QR code to discover more

Teacher Larissa’s Mathematics briefcase

Lara Carnovali 6/ 7

First and Second Grades Teacher Larissa’s Mathematics Briefcase oﬀers many games and activities which aim to engage and entertain while dealing with mathematical concepts� In this way� mathematics transforms into something interesting and exciting! Teacher Larissa’s Mathematics Game board Briefcase is made up of �� decks of cards� with �� cards in each� two boards with dice and tokens to use with over �� activities that cover the most important didactic objectives in mathematics in the ﬁrst and second grades of primary school�

See also

Teacher Larissa’s Italian briefcase Page 51

Emanuele Gagliardini

First arithmetic problems Exercises for primary school A collection of exercises designed to help children find the correct way to analyze and solve arithmetical problems. Through a combination of games, formal, semantic and visual tools, children will gradually learn a set of problem-solving strategies and hoe to apply them in similar situations in different contexts. The activities are organized in units, each one focused on the reinforcement of a different arithmetic ability involved in the solution of a problem. A perfect tool for teachers, speech therapists, educators and psychologists, easily adaptable to children’s specific needs.

10 DECKS OF COLOUR CARDS + 2 COLOUR TABLES + 6 COUNTERS + 1 DIE + INTRODUCTORY GUIDE AND INSTRUCTIONS ISBN 978-88-590-1585-7

€ 28,50

Cards Teacher’s guide

10 decks of cards for more than 30 activities

5/ 7 VOL. 1 ADDITION AND SUBTRACTION PAGES: 304 ISBN 978-88-6137-653-3

€ 19,50

VOL. 2 MULTIPLICATION AND DIVISION PAGES: 300 ISBN 978-88-6137-742-4

€ 19,50

SCHOOL EDUCATION AND DIDACTICS | MATHS AND GEOMETRY

Numerical intelligence and calculation

The series

Daniela Lucangeli Professor of Psychology at the University of Padua, she is an expert in Learning psychology. She is the author of a number of research papers and interventions in the field of mathematics learning.

FROM RESEARCHERS OF THE UNIVERSITY

OF PADUA

Edited by Daniela Lucangeli – University of Padua Scientiﬁc research has demonstrated that the ability to understand and work on quantitative aspects in real life and to distinguish number and estimate it is a potential which is innate in children. These processes, however, require educational strategies and interventions designed to develop them. Daniela Lucangeli, Silvana Poli, Adriana Molin, Chiara De Candia and Carla Bertolli

NUMERICAL INTELLIGENCE Cognitive and metacognitive skills in building numerical cognition

18/ 36

NUMERICAL INTELLIGENCE IN EARLY INFANCY – 18-36 MONTHS PAGES: 224 ISBN 978-88-590-0318-2

€ 19,00

3-6 YEARS PAGES: 136 ISBN 978-88-7946-555-7

€ 17,50

6-8 YEARS PAGES: 274 ISBN 978-88-7946-569-4

€ 19,90

8-11 YEARS PAGES: 286 ISBN 978-88-7946-583-0

€ 19,90

11-14 YEARS PAGES: 264 ISBN 978-88-6137-590-1

€ 19,90

6/ 10

PAGES: 108 + ATTACCHED WORKSHEETS ISBN 978-88-590-1814-8

€ 19,00

Adriana Molin, Silvana Poli and Daniela Lucangeli

Daniela Lucangeli, Adriana Molin and Silvana Poli

PYTHAGOREAN CALCULATIONS Tools and activities for learning the times tables easily

NUMBERS AND SPACE (5-7 YEARS) Visuospatial tool and magnetic board for counting and introduction to calculations

This volume uses a targeted strategy to create a signiﬁcant learning programme of multiplication and multiplication tables, which are an indispensable basis for the development of complex calculations. The illustrated activities and the attached tools have been designed to train and consolidate this learning, improving the motivation to learn, and the mastery and ﬂuidity of calculations.

5/ 7

PAGES: 96 +7 COLOUR TABLES TO CUT OUT +1 MAGNETIC BOARD ISBN 978-88-590-1240-5

€ 23,50

SCHOOL EDUCATION AND DIDACTICS | MATHS AND GEOMETRY

A tool for developing numerical competences and calculation skills in children attending their last year of nursery school and ﬁrst year of primary school and for helping older children who have calculation diﬃculties and dyscalculia, providing positive learning experiences.

Silvana Poli, Daniela Lucangeli, Carla Bertolli

6/ 14

Developing geometrical competences

VOLUME 1 PAGES: 162

Cognitive and metacognitive abilities in building geometric knowledge for ages 6 to 14 Developing geometrical competences is a series that offers a complete programme in geometry – divided into two books: from ages 6 to 11 and from ages 11 to 14 – which starts with the identification of plane figures and related formulas for perimeters and areas and goes on to solids, to theorems and to analytical geometry, all in a simple way which can be readily used by every student. The main feature of this programme is making pupils work so that it is them who build geometric concepts, in a creative and personal way.

Daniela Lucangeli, Eugenia Pellizzari, Irene Cristina Mammarella, Marta Todeschini

ISBN 978-88-590-0630-5

€ 18,50

VOLUME 2 PAGES: 261 ISBN 978-88-590-0919-1

€ 19,00

8/ 13

Let’s learn how to solve geometry problems

VOLUME 1 PAGES: 154 ISBN 978-88-590-0864-4

Developing geometric problem solving for the second stage of primary school and for lower secondary school The programme presented in this book offers a full, integrated curriculum, where exercises on reasoning, practical problems using formulas, and strategic problems are to be tackled and resolved. The book offers two programmes, built on increasing levels of difficulty and separated by school stage (the last two years of primary school and lower secondary school).

Daniela Lucangeli, Mario Perona, Eugenia Pellizzari

Geometry with paper

€ 19,00

Spanish language worldwide

6/ 11 VOL. 1 – RECOGNIZING PLANE SHAPES PAGES: 136 + DVD

Fold to unfold After an introduction on the cognitive aspects of geometry, on shape and space representation and their relations to the diﬀerent developmental stages, each of the 3 books present several simple activities, ordered by degree of diﬃculty, that teach how to fold paper and learn to recognize shapes according to cognitive processes such as naming, comparing, classifying, constructing / deconstructing and recognizing. All activities only require the use of papers and colours. This education programme aims to help students to build their knowledge of geometry on solid foundations starting from primary school up to secondary school.

ISBN 978-88-6137-661-8

€ 18,50

VOL. 2 – FUNDAMENTAL GEOMETRIC ELEMENTS PAGES: 136 ISBN 978-88-6137-941-1

€ 18,50

VOL. 3 – TRIANGLES AND QUADRILATERALS: PROPERTIES AND SURFACES PAGES: 224 ISBN 978-88-590-0157-7

€ 18,50 C

DVD

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SCHOOL EDUCATION AND DIDACTICS | MATHS AND GEOMETRY

Silvia Tabarelli Psycho-pedagogist teacher, has worked particularly in the field of teaching for integration in school-territory network projects for students with social problems. She is a lecturer in the Special Didactics III course at the Academic Theological Institute of Bressanone.

The case of Maths rules In The case of Maths rules you’ll find everything you need for revising the rules of Maths and geometry, calculation procedures and summary tables with formulas! It’s easy to use: in each section there are plenty of rules to revise, from the easiest to the most complex. Each rule comes with an example and an easy-to-understand definition. If you don’t remember how to do a sum, check the procedures pages: you’ll find the calculation with a step-by-step explanation!

A single book which contains all the rules and procedures for calculations.

8/ 11 PAGES: 182 COLOURFUL PAGES ISBN 978-88-590-1632-8

Easy-to-understand definition

Topic

Label

€ 15,90

NUMERI

PROCEDIMENTO

Numeri relativi

CONFRONTO TRA NUMERI RELATIVI

Slovenia

Numerical example

–7 < +3 meno sette è più piccolo di più tre. Per confrontare due numeri relativi devi fare attenzione al segno che hanno davanti.

−10 −9 −8 −7 −6 −5 −4 −3 −2 −1

NUMERI NEGATIVI

2 3 5 + 4 3 =

+1 +2 +3 +4 +5 +6 +7 +8 +9 +10

NUMERI POSITIVI

+3 < +6

Tra due numeri negativi il maggiore è sempre quello più vicino allo zero. Il numero positivo è sempre maggiore del numero negativo. Tra due numeri positivi il maggiore è sempre quello più lontano dallo zero.

Astuccio delle Regole di Matematica

Step-by-step solution 23

Rule See also

The case of Grammar rules on www.erickson.international

passo 4

+3 > −7

Scrivo i numeri in colonna, con le cifre in ordine: unità sotto unità (u), decine sotto decine (da) e centinaia sotto centinaia (h).

Example

Parto sempre dalle unità: 5 + 3 = 8. Scrivo 8.

8 2 3 5 + 4 3 = 7 8

−7 < −2

Qual è la somma di 235 e 43?

+6 passo 3

–2

passo 2

passo 1

Oggi la temperatura minima sarà di –2 gradi e domani di –7. Domani sarà più freddo di oggi perché –7 è più piccolo di –2.

–7

Addizione

ADDIZIONE SENZA CAMBIO h

50.000 COPIES SOLD

OPERAZIONI

2 3 5 + 4 3 =

Proseguo verso sinistra e sommo le decine: 3 + 4 = 7. Scrivo 7.

Trascrivo il 2 delle centinaia. Il risultato dell'addizione è 278.

2 7 8 Astuccio delle Regole di Matematica

Secondary explanation of the solution phases

Seven topic sections for learning and revising maths Each section has a different colour and presents the main rules of the topic it deals with. All topics follow an increasing level of difficulty in the same way as they are dealt with from year one to five at school.

SCHOOL EDUCATION AND DIDACTICS | MATHS AND GEOMETRY

Who is afraid of Mathematics?

The series

1 – Additions and subtractions up to 20 2 – Additions and subtractions up to 100 3 – Multiplication tables

6+ ADDITIONS AND SUBTRACTIONS UP TO 20 PAGES: 56 COLOURFUL PAGES + STICKERS

Three handy workbooks full of games and puzzles to solve in order to overcome the fear of Maths while having fun!

ISBN 978-88-590-1350-1

Set in dark and scary locations, the exercises oﬀered give children practice with additions and subtractions and with times tables: colouring in hidden pictures, mazes, bats, witches and scary pumpkins, children will gather up a series of clues and stickers which will lead them at the end of their adventure to free the castle and recreate the three locations free from the spell.

€ 7,90

ADDITIONS AND SUBTRACTIONS UP TO 100 PAGES: 56 COLOURFUL PAGES + STICKERS ISBN 978-88-590-1351-8

€ 7,90

MULTIPLICATION TABLES PAGES: 56 COLOURFUL PAGES + STICKERS

illustrazioni di

Laur a Desireè illustrazioni di Poz zi LAURA DÉSIRÉE

ATTACCA GLI STICKERS

POZZI

ISBN 978-88-590-1440-9

illustrazioni di

ALICE RISI

€ 7,90

Una serie divertente per favorire l’apprendimento attivo della matematica attraverso il gioco e l’uso dei colori

LCOLA

CALCOLA

NTE ZAC!

COLORA

CIAO, sono la strega VANESSA!

UNA RICETTA ESPLOSIVA Addizioni e sottrazioni

opri insieme a me un modo davvero on i numeri fino al 20. , attraversa indenne conde ello e con Dante o giocare

Entra nella mia casa e scopri insieme a me e ai miei amici mostruosi un modo davvero originale per esercitarti con le tabelline. Colora i buffi personaggi, attraversa indenne i labirinti e divertiti con gli stickers e con Dante il camaleonte, l’animaletto di tutti i colori che adora giocare a nascondino!

entro il 20

ISOLVI LE ADDIZIONI E CERCA TRA LE POZIONI MAGICHE RISULTATO CORRETTO. COLORA POI IL DISEGNO A! ON I COLORI INDICATI.

o castello…

sottrazioni entro il 20

20.000 COPIES SOLD

Quando avrai finito, la mia casa… e anche le tabelline… non faranno più PAUR A!

UNA RICETTA ESPLOSIVA

€ 7,90

1+7

ETÀ: 7+ Le tabelline

www.erickson.it

11 + 1 R ISOLVI10LE+ADDIZIONI E CERCA TRA LE POZIONI MAGICHE 6 IL RISULTATO CORRETTO. COLORA POI IL DISEGNO 4 +ADDITIONS 4 AND ADDITIONS AND CON I COLORI INDICATI. 6+1 SUBTRACTIONS SUBTRACTIONS UP TO 20 UP TO 100 8 + 11 9 +16+ 7

11 + 1

Stickers

UNA RICETTA ESPLOSIVA

8+7

13 + 3

ISOLVI LE ADDIZIONI E CERCA TRA LE POZIONI MAGICHE IL RISULTATO CORRETTO. COLORA POI IL DISEGNO CON I COLORI INDICATI.

8 + 11

4+3

2 + 12

9+6

3 + 21 + 7

4+3

8+7

3+9

15 5 16

LA CASA DI VANESSA E ROLANDO 36

12 + 7

19 12

ADESIVO

ADESIVO 7

ADESIVO

By correctly solving mathematical problems, children win a sticker to add on the board

Have fun looking for the hidden chameleon while solving the exercises!

2 14

32 3

20 24

3+2

3+9

3+2

26 11

13 + 3

4+3

19 18

135 ++ 3 12 + 7

9+6

11 + 1

8 + 11 2 + 12

10 + 6 4+4

8 + 76 + 1

3+9

Volumes of increasing difficulty

MULTIPLICATION TABLES

10 + 6 + 9 4+4

2 + 12 11 6+1

French language worldwide, China Mainland, Turkey

Le tabelline

1 25

The board reproduces the location free from the spell SCHOOL EDUCATION AND DIDACTICS | MATHS AND GEOMETRY

Paola Demarchi Graduated in mathematics, qualified for teaching mathematics and physics in secondary school and specialized in supporting activities for students with disabilities.

Tablet of Maths rules A BOOK FOR SECONDARY SCHOOL-1ST GRADE All the rules and procedures for middle school mathematics and geometry in one eﬀective tool and a practical format! The topics covered in the volume are divided into 4 sections:

Paola Demarchi

TABLET DELLE REGOLE di

MATEMATICA

SCUOLA SECONDARIA DI 1° GRADO

8 3

• Numbers (Groups N, Z, and Q, irrational numbers and square roots, expressions, proportions and percentages) • Data and predictions (Statistics, probability) • Relations and functions (Functions, monomials e polynomials, equations) • Space and shape (Fundamentals, polygons and Cartesian coordinates, transformations, circumference and circles, solids) Each page is dedicated to the explanation of a rule or a procedure and is introduced by a sticker that anticipates its content. In turn, every rule is presented on a page and organized in the same way: this is to make learning immediate and intuitive. The “Procedure” pages complete the volume, oﬀering examples and explanations of the various processes.

11/ 14

Topic

PAGES: 200 ISBN 978-88-590-1632-8

€ 15,90

An original format, with contents that are easy to understand

NUMERI

L'insieme N

1 23

ADDIZIONE E PROPRIETÀ SPAZIO E FIGURE

Poligoni e piano cartesiano

Alla gita parteciperanno 38 studenti di classe prima, 15 di seconda e 12 di terza. Per ottenere il totale devo usare l’addizione… come faccio a calcolare velocemente?

ELEMENTI NOTEVOLI DEL TRIANGOLO (BISETTRICI, MEDIANE, ASSI, ALTEZZE)

Immagina l’addizione sulla linea dei numeri!

Brief and simple definition, accompanied by a graphic example

Per disegnare un percorso per una mostra nella nostra scuola devo tracciare le altezze e gli assi di un triangolo con i vertici posizionati alla base di tre colonne che sono presenti nella sala della mostra. Come posso procedere?

38 + 15 + 12 =

Per disegnarla ti servono:

È più semplice addizionare 38 e 12, piuttosto che 38 e 15: puoi usare la proprietà commutativa e cambiare l’ordine degli addendi.

• il compasso • il righello (o una squadretta).

38 + 12 + 15 =

Segui questi passi per ogni angolo:

Poi applica la proprietà associativa e sostituisci 38 + 12 con la loro somma, così troverai subito il risultato.

(38 + 12) + 15 =

2. punta il compasso in ognuno dei due punti di intersezione e, con la stessa apertura precedente, traccia due archi interni al triangolo

50 + 15 = 65

3. unisci con il righello il vertice dell’angolo con il punto di intersezione dei due archi. Le tre bisettrici si incontrano in un punto interno, detto incentro. MEDIANA:: è il segmento che unisce ogni vertice con il punto medio del lato opposto. Per disegnarla ti serve:

Tablet of Italian rules on www.erickson.international

Easy-tounderstand example

Ricorda! I termini di un’addizione si chiamano ADDENDI.

Per calcolare a mente più velocemente applica le proprietà dell’addizione.

BISETTRICE: è il segmento che divide a metà ogni angolo interno.

1. punta il compasso in un vertice e, con apertura a scelta, disegna un arco che ne intersechi i due lati

See also

a+b

b passi

• il righello (o una squadretta).

Baricentro

Segui questi passi: 1. misura con il righello la lunghezza di un lato 2. calcola la metà della lunghezza del lato ed indicala con un punto 3. unisci questo punto con il vertice opposto al lato. Le tre mediane si incontrano in un punto: il baricentro.

Proprietà commutativa: cambiando l’ordine degli addendi, il risultato non cambia.

8 + 2 = 10

Proprietà associativa: la somma di tre o più addendi non cambia se a due di essi sostituisco la loro somma.

12 + 7 + 13 = 32

Il numero 0 è l’elemento neutro dell’addizione: aggiungendo 0 a qualsiasi numero naturale, ottengo il numero di partenza.

2 + 8 = 10

12 + 20 = 32 0+5=5 17 + 0 = 17

N M

Tablet delle Regole di Matematica A L C

Tablet delle Regole di Matematica

SCHOOL EDUCATION AND DIDACTICS | MATHS AND GEOMETRY

Mathematical rule

A workbook friend Carla Bertolli, Silvana Poli e Daniela Lucangeli uoi imparare che cosa sono e a che cosa servono le frazioni? Seguimi! Partendo ogni volta da situazioni e problemi concreti, «costruiremo» insieme regole e concetti. Io, infatti, non sono un libro di matematica come gli altri, ma un Quaderno Amico e insegno a scoprire le regole partendo, appunto, da situazioni-problema. Siccome sono un quaderno, su di me puoi scrivere, disegnare, scarabocchiare (ti servirà, vedrai, per capire bene a cosa servono le frazioni!). Se mi sfogli, scoprirai un’altra cosa importante: che mi compongo di due parti. Nella prima parte («Sperimento»), contengo attività che ti saranno utili per «costruire» le conoscenze; nella seconda («Consolido»), esercizi strutturati che ti serviranno, invece, a rafforzare le conoscenze già acquisite. Un’ultima cosa: non correre! Se vuoi imparare le frazioni insieme a me, devi leggermi dall’inizio alla fine...

PROBLEMS - 112 PAGES € 9,90

MEASUREMENTS AND EQUIVALENTS - 112 PAGES

€ 9,90

www.erickson.it

ISBN 978-88-590-1578-9

€ 9,90 Silvana Poli, Carla Bertolli e Daniela Lucangeli

FRACTIONS - 112 PAGES

Carla Bertolli, Silvana Poli e Daniela Lucangeli

uoi imparare che cosa sono e a che cosa servono le potenze? Seguimi! Partendo ogni volta da situazioni e problemi concreti, «costruiremo» insieme regole e concetti. Io, infatti, non sono un libro di matematica come gli altri, ma un Quaderno Amico e insegno a scoprire le regole partendo, appunto, da situazioni-problema.

rno, su di me puoi scrivere, e (ti servirà, vedrai, per capire spressioni!).

Siccome sono un quaderno, su di me puoi scrivere, disegnare, scarabocchiare (ti servirà, vedrai, per capire bene a cosa servono le potenze!).

’altra cosa importante: che mi ella prima parte («Sperimento»), saranno utili per «costruire» econda («Consolido»), esercizi anno, invece, a rafforzare le

Se mi sfogli, scoprirai un’altra cosa importante: che mi compongo di due parti. Nella prima parte («Sperimento»), contengo attività che ti saranno utili per «costruire» le conoscenze; nella seconda («Consolido»), esercizi strutturati che ti serviranno, invece, a rafforzare le conoscenze già acquisite. Un’ultima cosa: non correre! Se vuoi imparare le potenze insieme a me, devi leggermi dall’inizio alla fine...

rativi che si umenti in grado nell’acquisizione tiche di base.

ISBN 978-88-590-1931-2

Una serie di quaderni operativi che si prop�ngon� come agili strumenti in grado di accompagnare i ragazzi nell’acquisizione delle compet�nze matematiche di base.

cosa sono e a che cosa servono eguimi! Partendo ogni volta da e, «costruiremo» insieme regole n sono un libro di matematica erno Amico e insegno a scoprire to, da situazioni-problema.

e! Se vuoi imparare le espressioni mi dall’inizio alla fine...

11/ 14

ISBN 978-88-590-1267-2

€ 9,90

EXPRESSIONS - 112 PAGES ISBN 978-88-590-1280-1

€ 9,90

POWERS - 112 PAGES ISBN 978-88-590-1441-6

€ 9,90

Una serie di quaderni operativi che si prop�ngon� come agili strumenti in grado di accompagnare i ragazzi nell’acquisizione delle compet�nze matematiche di base.

MULTIPLES AND DIVISORS - 112 PAGES

€ 9,90

ISBN 978-88-590-1578-9

www.erickson.it

€ 9,90

From the problem to the rule A series of practical books, edited by Silvana Poli, Carla Bertolli and Daniela Lucangeli, amongst the greatest experts in the psychology of learning, designed as handy tools to accompany lower secondary school students and those in their last year of primary school in their acquisition of basic mathematical competences. Four workbooks which can be written on and doodled on for active participation in learning. Each workbook, which focuses on a speciﬁc topic, contains worksheets with eye-catching graphics, designed especially with teenagers in mind. Scheda 1 sperimento

Visualizzare le potenze Potenze del 2

Quanti rami ha... l’albero delle potenze?

Negli alberi di mele, sempre per 2. i rami germogliano

Scheda

Poten

Starting off with concrete situations and problems, teens build rules and concepts independently

Visualizzare le potenz

eri Gli alb di pere!

1 3 ze del

eri di Negli alb per 3. sempre

rami ger pere, i

no moglia

ha creato pero che pere. ramo di ora le ntato un livello 1 e col Ho pia i di a i ram Disegn

3 germo

Un ramo di melo...

vi. gli nuo

livello 1

nuovi. ha creato 2 rami

livello 1 21 = 2

2 ... = .....

=2 del livello 1? 2 Quanti sono i rami

Scrivi sotto ogni lampadario la potenza adatt a!

le mele. 2 livello 2 e colora Disegna i rami del

livello livello 1

livello 2 livello 1

. . = .... 2 ..... x .... ..... = 2 = .... 2? 3 livello rami del 3. sono i livello llo 1 al o dal live o. i del per disegn a i ram ando il Disegn ta osserv ple Poi com

Quanti

22 = 2 x 2 = 4

2 ... = .....

2 = ..... del livello 2? 2 Quanti sono i rami

livello 3 livello 2 livello 1

= ..... . x ..... ..... x .... ... ..... =

cons

olido

Quante sono le lampadine?

rami del sono i le pere. Quanti colora llo 2 e i di live a i ram Disegn

Scheda

Un lampadario «ramifica» e ai «rami» sono attaccate le lampadine.

le mele. livello 1 e colora Disegna i rami del

. 31 = ....

.1 = 3 1? .... livello

The activities in the Experiment section allow knowledge to be built

2 ... = ..... 2 ... = .....

The activities in the Consolidation section are structured exercises for consolidating knowledge already acquired

SCHOOL EDUCATION AND DIDACTICS | MATHS AND GEOMETRY

Antonio Calvani and Benedetto Zanaboni

Ms. Teresa’s investigations

Logic Mysteries The first two workbooks from a new series that combines the playful graphic form of comics with educational contents inspired by programmes to enhance logical and visual intelligence (LIEP - Logical Intelligence Enhancement Programme and VIEP Visual Intelligence Enhancement Programme). In each notebook, the children will have to help Ms. Teresa solve 12 logical challenges to discover the useful clues for catching the culprit. The activities, proposed in the form of puzzles and arranged in order of increasing difficulty, include completion of sequences, reordering of elements, rotation of figures, and simple mazes.

VOLUME 1: ROBBERY AT RIALTO PAGES: 56 ISBN 978-88-590-1932-9

€ 9,90

VOLUME 2: THEFT AT THE PORT PAGES: 56 ISBN 978-88-590-1933-6

€ 9,90

The dynamic and fun graphic form of the comics involves children and gives them the right motivation to solve all the puzzles

The numerous exercises, accompanied by colour illustrations, help children develop and consolidate logical and visual-spatial skills.

Flavio Fogarolo

The guess what briefcase

7/ 8

Didactic games for the whole class

BRIEFCASE

A stimulating game for the whole class in which every child can win by developing attention, observation and logic skills. The games contained in the briefcase are designed to involve a large number of players, up to an entire class, but can also be used in smaller contexts, “both at school and at home with family.” Objective: correctly guess items from one’s own folder by using a series of clues that exclude the incorrect items.

ISBN 978-88-590-1829-2

€ 27,50

Clue cards and clue cards holder

NUM

ERI

Sei pr per onto? Sp legge re gli ingi verso indizi l’alto Non

È più

è ne

lla tab

picco lo

ellina

del 4

di 20

È pa

bella

mangiò

Italia

dottore ssa 1

PAROLE –

lumache

17 16

lentezz

egli

12 La valigetta

7 dell’indo vina quale

Ha un

a so

1 6

ggior e di

del 5

la cif

Trov ato? per vede Spingi an re la co soluz ra ione 6 5

8 2

NUMERI –

11 10

Markers

ellina

È ma

lla tab

morbid 13

è ne

gatti 19

nuvola

3 Non

gridano

noi

bambin

Filippo 12

La valigetta dell’indovina quale

zucche

felicità

PAESAGGI – A

parlano

casa 5

scogli 2

correrà

27 different game boards

La valigetta

dell’indovina

quale

SCHOOL EDUCATION AND DIDACTICS | LOGICAL AND COGNITIVE ABILITIES

Giuliano Menghini

9/ 13

10 in science – Plants

PAGES: 48

Observing, experimenting and playing!

ISBN 978-88-590-1869-8

€ 11,50

10 questions, 10 games, 10 topics to discover the secrets of plants using the experimental method! The notebook consists of 10 sections, through which children will discover how plants work. Each section starts with a question, to which children will have to try to give an answer by observing, experimenting, and playing. In the cards that accompany the notebook, pupils will ﬁnd all the materials needed to assemble the 10 scientiﬁc games with their own hands. It provides a pathway designed to get students into the world of science by the front door, that is, learning about and using the experimental method without the need for special tools.

Think like a real scientist and apply the scientific method! 1 |

| 1 GIOCO! sPerIMeNTO!

1. Procurati una piantina in vaso qualsiasi

(va bene una violetta o una piantina di basilico, che puoi acquistare al supermercato). Mettila in un armadio o in un altro luogo dove sia assente la luce, ma ricordati di bagnarla un po’ ogni giorno. Che cosa succede dopo circa una settimana?

ESISTONO TANTISSIMI TIPI DI PIANTE, MOLTO DIVERSE FRA LORO: CHE COSA HANNO IN COMUNE TUTTE LE PIANTE? QUALI CARATTERISTICHE CI PERMETTONO DI DECIDERE SE UN ORGANISMO È UNA PIANTA OPPURE NON LO È?

lascia una qualsiasi piantina in vaso alla luce, ma non bagnarla per qualche giorno. Che cosa succede dopo circa una settimana?

Eﬀettivamente è proprio così! Le piante usano la luce, l’aria e l’acqua per mangiare. Le piante infatti sono capaci di produrre il nutrimento all’interno del proprio corpo: come se tu producessi la pasta che ti serve per avere energia direttamente dentro la tua pancia. La cosa più stupefacente è che le piante sono capaci di trasformare l’aria e l’acqua in zucchero! MA COME FANNO? Semplice! Dall’aria e dall’acqua prendono gli ingredienti necessari e li combinano assieme: dall’aria recuperano una MOLECOLA di biossido di carbonio o anidride carbonica (composta da due tipi di atomo: il carbonio C e l’ossigeno O), che impastano assieme alla molecola dell’acqua (composta da idrogeno H e ossigeno O). Il risultato di questa combinazione è lo zucchero, che infatti è composto da carbonio C, idrogeno H e ossigeno O. Nel produrre lo zucchero, però, le piante avanzano sempre un po’ di ossigeno, che

Ora provo a rispondere… B

Tutte le piante hanno bisogno di aria, acqua e luce per sopravvivere.

Tutte le piante crescono nel terreno e hanno le radici.

viene buttato via. Questo bellissimo processo si chiama FOTOSINTESI CLOROFILLIANA.

1 |

Attenzione! L’ossigeno avanzato non può restare «sfuso»: la regola è che tutte le zampette dei nostri elementi devono essere abbinate. Per poterli scartare, devi montare insieme due ossigeni.

CHE COS’È

UNA PIANTA?

2 |

LE PIANTE

Una MOLECOLA è la più piccola parte di una sostanza che ha le caratteristiche di quella sostanza. Le molecole sono costituite da ATOMI, piccolissime particelle che si possono combinare insieme. Per capire meglio, puoi immaginare che gli atomi siano come le lettere e le molecole siano come le parole. Mettendo insieme tantissime molecole si ottiene la sostanza come la vediamo a occhio nudo: per esempio in una goccia d’acqua ci sono miliardi e miliardi di molecole di acqua.

C È sbagliata perché...

Tutte le piante hanno bisogno di aria, acqua e luce per sopravvivere.

moltissime piante hanno radici, fusto e foglie ma esistono alcune piante speciali che invece non le hanno: per esempio l’erba non ha il fusto, mentre i cactus non hanno vere e proprie foglie.

Infatti la caratteristica che tutte le piante hanno in comune è proprio la capacità di usare questi elementi per produrre il proprio nutrimento attraverso la fotosintesi clorofilliana.

moltissime piante crescono nel terreno e hanno le radici, ma esistono alcune piante che si comportano in modo diverso: per esempio alcune orchidee crescono sul tronco degli alberi, mentre la Tillandsia non ha vere e proprie radici.

SI NUTRONO?

QUANTE molecole di ZUCCHERO hai creato? E QUANTE di OSSIGENO?

FORSE NON SAPEVI CHE…

LA RICETTA

SONO PIANTE TUTTI GLI ORGANISMI CHE FANNO LA FOTOSINTESI CLOROFILLIANA.

SPOSTA ESATTA A RI B

È sbagliata perché...

PROCEDIMENTO + Smonta tutte le molecole di biossido di carbonio, separando per bene gli atomi di carbonio e di ossigeno. + Smonta anche tutte le molecole di acqua, separando l’idrogeno e l’ossigeno. + Ora puoi montare lo zucchero, seguendo lo schema.

6 molecole di acqua

2. Fai un altro esperimento simile:

QUESTE PIANTE SEMBRANO… MORTE DI FAME!

Tutte le piante hanno le radici, il fusto e le foglie.

Ecco i MODELLI per costruire le molecole di partenza.

6 molecole di biossido di carbonio

! OsservO

Prova anche tu a preparare lo zucchero usando acqua e biossido di carbonio. Per prima cosa, costruisci gli ingredienti di cui hai bisogno, vale a dire 6 molecole di biossido di carbonio e 6 molecole di acqua.

CHE COS’È UNA PIANTA?

1 |

LA RICETTA DELLO ZUCCHERO

| 1

+ Ritaglia DELLO i modelli ZUCCHERO + Usali degli atomi. + Ora per costruire disfa le molecolele 6 molecole sulla figura di acqua di pagina che hai costruito e le 6 7. Fai molecole attenzione e usa i di biossido G. Menghini, a non pezzi per comporre di carbonio, perdere 10 in scienze, nessun le basandoti Trento, atomo, molecole Erickson di zucchero sulle se no figure non potrai e di pagina costruirequelle di ossigeno, 7. tutte le molecole!basandoti

E la luce a che cosa serve? La luce del Sole è importantissima: immagina di mettere in un frullatore gli ingredienti per fare un frullato, cioè il latte e i pezzi di frutta. Il frullato non verrà mai se non attacchi il frullatore a una presa e poi lo accendi! La luce del Sole ha proprio questa funzione: dà al frullatore L’ENERGIA necessaria per far avvenire la fotosintesi.

Tutti respiriamo grazie alle piante. Gli animali, compreso l’uomo, hanno bisogno dell’ossigeno per respirare: la nostra vita è possibile grazie alla presenza della fotosintesi, che crea l’ossigeno che respiriamo ogni giorno. Per questo le piante sono molto importanti e bisogna proteggere le grandi foreste, che infatti vengono spesso chiamate i POLMONI DELLA TERRA.

La luce dà energia? Certo! Puoi verificarlo facilmente persino sulla tua pelle: quando stai al Sole, ti scaldi! Non a caso, i PANNELLI SOLARI vengono usati per produrre energia.

La fotosintesi SI VEDE DALLO SPAZIO! Nel 2017 una sonda spaziale della NASA che si chiama OSIRIS-REX ha puntato i suoi potenti sensori verso la Terra e ha potuto «vedere», o come direbbero gli scienziati «registrare», l’assorbimento della luce e l’emissione di ossigeno, i due sintomi della fotosintesi. Adesso possiamo osservare lo spazio alla ricerca di nuovi mondi in cui succeda la stessa cosa!

OrA rIPeNsA ALLA DOMANDA INIZIALe: LA rIsPOsTA CHe AvevI sCeLTO TI CONvINCe ANCOrA? Se vuoi cambiarla sei ancora in tempo! Poi volta pagina e scopri la soluzione…

1. Question

2. Observation

3. The test

The title of the chapter introduces a question, which the student uses to begin reasoning and formulating a hypothesis.

The chapter continues with observation of an experiment which helps the student understand the phenomenon and come up with a more precise idea with respect to the possible answers of the initial question.

The chapter ends with finding out the correct response. Each answer is accompanied by an explanation, to help the student understand why the other options are not correct.

Carlo Scataglini

Easy science for primary school The main purpose of this series is to offer the main contents of this subject in a simplified and facilitated format, rich in colour illustrations, learning supports such as maps and charts, suggested experiments, highlighted sections, glossaries and graphic solutions which make reading easier; moreover the texts and all explanations have been adapted according to degree of difficulty, so that they can be easily understood and memorised. In order to encourage and motivate studying, all the activities are presented in a recreational light, pupils thus feel like they are virtually riding a very special tandem bike that they pedal using the gear — in other words the degree of difficulty — most suited to their competences. The volumes are accompanied by rich, detailed online materials that complement the teaching proposal with final questionnaires and cards for checking comprehension with 3 different level of summaries (base, synthetic and complete).

8/ 11 EASY SCIENCE FOR YEAR THREE WHAT SCIENCE STUDIES, STATES OF MATTER, THE LIVING WORLD, THE ENVIRONMENT PAGES: 192 COLOURFUL PAGES ISBN 978-88-590-0642-8

€ 17,00

EASY SCIENCE FOR YEAR FOUR PROPERTIES OF MATTER, LIVING BEINGS, ECOLOGY PAGES: 200 COLOURFUL PAGES ISBN 978-88-590-0643-5

€ 17,00

EASY SCIENCE FOR YEAR FIVE THE HUMAN BODY, THE SOLAR SYSTEM AND CELESTIAL BODIES PAGES: 200 COLOURFUL PAGES ISBN 978-88-590-0644-2

€ 17,00

SCHOOL EDUCATION AND DIDACTICS | SCIENCE

Centro Zaffiria

The geographer’s briefcase

7/ 10

Do and undo to think and understand

BRIEFCASE

Inspired by the pedagogical thinking of the master Alberto Manzi, who preferred concrete and hands-on materials to teach children to think, the ﬁrst briefcase dedicated to geography was born, which can be used for all primary school classes! Discover the maps, imagine the development of the territory, codify and decode signs and information, design an airport, have fun with contour lines, understand a volcano, learn to use map scales and legends .. these are some of the activities designed to help children to have a greater awareness of the characteristics of the landscape (natural and anthropized) in terms of environmental education and responsible citizenship, while stimulating cooperative learning and reasoning at the same time.

Guide

ISBN 978-88-590-1640-3

€ 28,50

Tiles

La Valigetta del geografo Quaderno delle attività

La valigetta del geografo

Dieci attività

See also

Board

The narrator’s briefcase Page 52

Carlo Scataglini

8/ 10

ESSERI UMANI, PIANTE E OGG ETTI SONO FATTI DI MATERIA ANCHE L’ACQUA, L’ARIA E IL SUOL O SONO FATTI DI MATERIA

L’ACQUA È SEMP RE IN MOVI MENTO SECONDO IL CICL O DELL ’ACQUA

NEL CICLO L’ACQUA DELL’ACQUA, EVAPORA IL CALO PER RE DEL SOLE L’ACQUA È INDIS PENSABILE PER LA VITA L’ACQUA PUÒ ESSE LIQUIDA, RE SOLIDA O GASS OSA POI FORM A LE NUVO E TORN LE A SULL A TERR SOTTO A FORMA DI PIOG GIA

LA MATE RIA SI PUÒ TROV ALLO STATO ARE SOLIDO, LIQUIDO E GASS OSO B • SCIENZ

L’ACQUA NON VA SPRE CATA

C. Scataglin

i, Gli Essenzial

i – classe

Goal Worksheets

3 a, Trento,

Erickson

€ 19,50

YEAR FOUR RING BINDER + 45 ADDITIONAL SHEETS ISBN 978-88-590-1918-3

€ 19,50

Pathway Worksheets A

SC LA MAT OPRIAMO ERIA E L’ACQUA

ISBN 978-88-590-1732-5

LA MATE RIA È TUTT CIÒ CHE O HA UN PESO E OCCU PA UNO SPAZIO

These ring binders contain 120 worksheets which introduce the main topics in the history, geography and science curricula for primary year three and four. Useful for the entire class but especially for those pupils with greater school diﬃculties, for pupils with disabilities or other Special Educational Needs. The essential contents for each subject are presented in 3 types of worksheet: • Pathway worksheets present essential key concepts on the main topics from the various subjects in a simpliﬁed way; • Cooperative worksheets propose activities that require interaction among the students: in some cases the work is organized in partners, and in others, small groups; • Goal worksheets summarize the most important aspects of information proposed in the various Pathways Worksheets. The A3 format allows them to be used as summary posters to hang on the walls, always available to all students in the class. The binder design enables pupils to insert new original worksheets for individual or group use, expanding the essential subject teaching material available to the class.

YEAR THREE RING BINDER + 45 ADDITIONAL SHEETS

My third-year ring binder: History, geography, science My fourth-year ring binder: History, geography, science

The Essentials

L’UNIO

RACCO LA CO NTARE LLINA

ASSIEME A TRE COM LA SCH EDA E DIST PAGNI FOTO COPIATE RIBUITE RACCON , RITAGLIA UNA TATE CHE TE COSA RAP PARTE CIASCUN O. POI PRESEN TANO LE IMMAGIN I. 1

PRIMA

NASCE

C Q U A

ESSERI

V I V E N T I

FORMAT SOLA 3

I DA UNA

C E L L U L A

POI ESSE RI VIVE NTI FORMAT I DA TANT

E C E L L U L E 4

Cooperative Worksheets

LA VITA NELL’A

GEOG

P E S C I

GLI

A N F I B I

P I A N T E

R E T T I L I

C. Scataglin

i, Gli Essenzia li – classe

STOR IA

3 a, Trento,

Erickson

C. Scataglin

i, Gli Essenzia

li – classe

SCHOOL EDUCATION AND DIDACTICS | HISTORY AND GEOGRAPHY

3 a, Trento,

Erickson

The case of English rules

Francesca Panzica

This pouch contains the main four topic sections for learning and revising English rules used in primary school: spelling rules and phonology, morphology, syntax and lexicon!

English teacher in primary school, she is an expert in the use of technologies in teaching.

It’s easy to use: in each section there are plenty of rules to revise, from the easiest to the most complex. Each rule comes with an example and an easy-to-understand definition. A QR code is available that allows you to hear the correct pronunciation of words, and thus consolidate the learning of the English lexicon! The order of presentation of the topics follows the progressive level of difficulty of the subject as it is dealt with from the first to the fifth grade.

Speech bubble MORFOLOGIA

Title

MORFOLOGIA

Verbi particolari

«DO» E «MAKE»

Ora vediamo come si formano le frasi affermative, interrogative e negative. Questo tempo verbale, come dice il suo nome, è semplice da costruire. Un consiglio: attento alla terza persona singolare! FRASI AFFERMATIVE Si usa per esprimere frasi affermative su azioni abituali. Nei verbi regolari il presente semplice è davvero… semplice! Devi solo ricordare di aggiungere una -s per la terza persona singolare.

Come puoi vedere dall’esempio qui sopra: si usa per indicare che facciamo qualcosa in modo generico

Make

si usa quando si crea, produce o si fabbrica qualcosa

Frasi affermative

Esempio • What are you doing? Che cosa stai facendo? («fare» generico) • Susan makes toys for children. Susan fa giocattoli per bambini («fare» nel senso di «produrre»)

Explanation

1a persona singolare

eat

2a persona singolare

you

eat

mangi

3a persona singolare

he she it

eats

lui lei esso/essa

mangia

noi

mangiamo

1 persona plurale a

Summary chart

continua 106

Title

Questo è il presente che serve per parlare di quello che facciamo abitualmente, vero?

«Fare» in inglese si può tradurre con «do» o con «make», ma questi due verbi si usano generalmente per esprimere cose diverse. Osserva questa frase e la sua traduzione in italiano. • On Sundays I do many things, for example I make a cake. Alla domenica faccio molte cose, ad esempio faccio una torta.

Researcher at the Ca ‘Foscari University of Venice, she deals with communication technology in the teaching of a foreign language.

Parlare del presente

IL PRESENT SIMPLE

«Do» e «make» significano entrambi «fare». Che differenza c’è?

Rule

Luciana Favaro

mangio

eat

2a persona plurale

you

eat

voi

mangiate

3a persona plurale

they

eat

essi

mangiano continua

Astuccio delle Regole di Inglese

Examples of the application of the rule

8/ 11 PAGES: 172 COLOURFUL PAGES ISBN 978-88-590-1638-0

€ 15,90 SINTASSI

LESSICO E FRASI UTILI

Struttura della frase

Title

I CONNETTIVI

Speech bubble

La maestra domani ci parlerà dei connettivi. Che cosa sono?

Parlare degli animali

12.000 COPIES SOLD

ANIMALI DOMESTICI, DELLA FATTORIA, SELVATICI E MARINI Have you got a pet?

See also

And (e/ed), or (o/oppure), but (ma/però) e because (perché, nelle frasi affermative) si chiamano connettivi o congiunzioni e si usano per unire due o più frasi in una più lunga. Frase 1

Mary is in the garden.

Tom is in his room.

Mary is in the garden and Tom is in his room.

Frase 2

Explanatory diagrams

Frase 3

Attenzione! Con and, or e but, se la frase 1 e la frase 2 hanno lo stesso soggetto, non è necessario ripeterlo due volte. Frase 1

Mary is in the garden.

She is playing with the ball.

Mary is in the garden and is playing with the ball.

Frase 2 Frase 3

Picture dictionary

Attenzione! Questo è uno dei pochissimi casi in cui il pronome personale soggetto si può omettere (vedi pagina 49).

dice in due modi Ricorda che «perché» in inglese si frase interrogativa diversi a seconda che si tratti di una A pagina (why) o di una frase affermativa (because). to! 116 trovi un approfondimento su quest’argomen

cat gatto

dog cane

bird uccello

turtle tartaruga

mouse topo

rooster gallo

hen gallina

chicks pulcini

sheep pecora

Tablet of English rules Page 45

continua Astuccio delle Regole di Inglese

115

Astuccio delle Regole di Inglese

181

Explanation

SCHOOL EDUCATION AND DIDACTICS | ENGLISH

Sabrina Campregher

Monster English

China

To become “monstrously great” at English

VOL. 1 48 COLOURFUL PAGES

The five colourful and fun books in the «Monster English» series present a gradual programme in learning and practicing the main concepts of the English language studied at primary school, with the aim of helping children to reach level A1 in the Common European Framework. The programme offers different types of exercises (reading, listening and pronunciation) and different resources, like audio contents and pages to print, colour in and cut out. Designed to be used individually at home or at school, the exercise book also contains activities which can be carried out in groups, taking advantage of the effective tool of cooperative learning. Moreover, online resources (printable PDF sheets, audio files and exercise solutions) as well as an illustrated dictionary with all the vocabulary of the five units.

ISBN 978-88-590-0790-6

€ 6,90

VOL. 2 48 COLOURFUL PAGES ISBN 978-88-590-0791-3

€ 6,90

VOL. 3 48 COLOURFUL PAGES ISBN 978-88-590-0792-0

€ 6,90

VOL. 4 48 COLOURFUL PAGES ISBN 978-88-590-0793-7

€ 6,90

VOL. 5 48 COLOURFUL PAGES ISBN 978-88-590-0794-4

€ 6,90

Anna Maria Venera

Cesare Cornoldi, Paola Palladino, Marta Botto, Isabella Bellagamba, Marcella Ferrari

LET’S PLAY WITH ENGLISH Games for developing lexical and narrative competences

PAGES: 120 + COLOURFUL ATTACHMENTS ISBN 978-88-590-1070-8

€ 21,00

Playing and learning are two closely intertwined and interconnected concepts: the recreational dimension can encourage not only the learning of subject knowledge, but also the development of thought processes and motivation to learn. With playing made into an authentic teaching strategy, the book oﬀers recreational tips and suggestions which aim to encourage English language learning, developing lexical and narrative competences. The ﬁrst part of the book introduces the theoretical principles and explains the methodology of the activities proposed, whilst the second part deals with the games and describes the material needed.

9/ 13

FROM RESEARCHERS OF THE UNIVERSITY

OF PADUA

PAGES: 122 ISBN 978-88-590-1486-7

€ 21,50

Palladino et al.

Chiara Soldi C

PUZZLE ENGLISH Guided activities and compensatory tools for English language sentence construction

irca sette Italiani su dieci non parlano l’inglese e, più in generale, l’Italia si colloca agli ultimi posti per quanto riguarda la conoscenza delle lingue straniere. Se ci si addentra poi nel contesto dei Disturbi dell’Apprendimento il problema diventa ancora più importante, poiché ci troviamo di fronte a studenti che avendo maggiori difficoltà mostrano spesso una perdita significativa dell’interesse per la lingua straniera. Sono studenti che di frequente si sono costruiti un sistema motivazionale di «autodifesa» in cui «non si fa» per non dover riconoscere che facendo si sbaglia e che i progressi sono minimi. Si dimostra quindi necessario partire in primo luogo dalla ricostruzione dell’interesse, sollecitando la curiosità per la lingua e per la cultura ad essa associata. Proprio in quest’ottica nasce English is fun!, che propone una serie di strumenti utili alla valutazione dell’atteggiamento e delle competenze degli studenti nell’apprendimento della lingua inglese: - ERT: English Reading Test - EMQ: English Metacognitive Questionnaire - EST: English Spelling Test - EGT: English Grammar Test. M2

Schede e attività per l’apprendimento della lingua inglese

COSA SERVE PER

RIUSCIRE? WHAT

People

Love

Family

(Factors) not depending

on ME

Umbrella

Friend

Vocabulary

Group

House

Look

Mind

Now

Option

Play

Reason

Shoes

Sleep

Than

on ME

Translation

Exercise

Love

Television

Nature

Idea

Temperature

Area

Activity

Unconfortable

Birthday

Church

Moon

Hand

(Factors) depending

Dance

Internet

World

Computer

Music

Food

Bird

Map

Year

Way

M. Botto, P. Palladino e C. Cornoldi, English is fun! 2, Trento, Erickson

Shop Clothes Literature Subject Science Ball Season

Il volume fornisce inoltre i dati relativi ai livelli di competenza osservati nei gruppi di studenti esaminati e attesi dallo studente con prestazioni medie nei vari ambiti che caratterizzano l’apprendimento dell’inglese come lingua straniera. Un utile supporto sia per il clinico, nel suo lavoro di indagine del profilo di funzionamento del paziente, sia per gli insegnanti di lingua, affinché possano avere una precisa e oggettiva valutazione del livello dei propri alunni e mettere in pratica le più efficaci strategie didattiche.

€ 21,50

10/ 13

DSA legge.170/2010

PAGES: 120 + 30 COLOURFUL ATTACHMENTS ISBN 978-88-590-1882-7

€ 23,00

VOLUME 2

To promote the educational success of DSA pupils in the ﬁrst year of middle school, Puzzle English places the learning-teaching path of English on three strategic «pillars» as indicated by research: multi sensoriality, glottodidactic accessibility and metalinguistic competence. It adopts a playful approach that transforms the process of constructing the sentence into a game of combinations. The materials are organized in guided or independent educational programmes.

SCHOOL EDUCATION AND DIDACTICS | ENGLISH

Born from the research of the University of Padua, the book describes a series of useful tools for the assessment of the student’s attitude and skills in learning English. A useful support both for clinicians in their work of investigating the functioning proﬁle of the patient, and for language teachers, so that they can have a precise and objective assessment of their students’ level and put into practice the most eﬀective teaching strategies. The tests proposed in the volume are: ERT (English Reading Test), EMQ (English Metacognitive Questionnaire), EST (English Spelling Test) and EGT (English Grammar Test). Paola Palladino, Marta Botto and Cesare Cornoldi

ENGLISH IS FUN! VOL. 2 Worksheets and activities for learning the English language

Materiali per l’alunno

DO YOU NEED TO SUCCEED?

Nella vita di tutti i giorni incontro all’insuccesso. a volte le cose riescono bene, mentre altre volte Anche con l’inglese andiamo può capitare questo, Hai mai riflettuto ma perché? su quali sono i fattori che possono che, invece, ci fanno fallire? Leggi portare a riuscire bene e quelli l’elenco e sottolinea e di verde quelli favorevoli di rosso i fattori sfavorevoli

♦ Fare del proprio meglio anche di fronte ad un difficile compito faticoso o ♦ Fare i compiti/studiare all’ultimo momento ♦ L’insegnante spiega in modo poco chiaro ♦ L’insegnante dà tutte le spiegazioni che servono ♦ Avere, nel compito di verifica, tutte le domande che, sanno guarda caso, si ♦ L’insegnante ha dormito male e non è in vena di dare bei voti ♦ Essere molto abili con l’inglese ♦ Non essere portati per le lingue ♦ Genitori, amici, compagni, insegnanti o le verifiche che ci aiutano durante i compiti PROVA DI LETTURA ♦ Dover fare tutto DI PAROLE – WORD da soli READING TEST ♦ Oggi è il compleanno Sai leggere bene dell’insegnante e speditamente voti positivi ed è di buon umore, le parole inglesi? Per imparare a darà solo leggere velocemente cominciare da e in maniera corretta parole che capita le parole inglesi di incontrare spesso. delle parole inglesi conviene Questo elenco più frequenti. Leggile contiene alcune Secondo te, bile insieme a il più velocemente su quali di questi un esperto o un fattori puoi agire insegnante, facendotitabella. e accuratamente il numero di errori. possiperché si verifichino? controllare il tempo Sistemali nella di lettura e

Problem

Thanks

Bank

Bath

TEMPO IMPIEGATO:

Lettura 1 _________________ Lettura 2 _________________ ERRORI COMMESSI: Lettura 1 _________________ Lettura 2 _________________ L’insegnante ti dirà quanto tempo hai impiegato capire se hai bisogno e il numero di di esercizio! errori e ti aiuterà a

Paola Palladino, Marta Botto e Cesare Cornoldi

ENGLISH IS FUN!

ENGLISH IS FUN! – VOLUME 2

5/ 11

ENGLISH IS FUN! VOL. 1 A programme for evaluating attitudes and skills in learning English

9-13NI AN

9/ 13

FROM RESEARCHERS OF THE UNIVERSITY

OF PADUA

PAGES: 122 ISBN 978-88-590-1915-2

€ 23,50

A programme that promotes the recovery and enhancement of English language skills for children and young people with Speciﬁc Learning Disorders. The proposed activities have been designed taking into account the strengths and weaknesses of students with SLSs. The volume proposes a series of useful tools for assessing students’ skills in learning English, such as English Reading Test, English Metacognitive Questionnaire, English Spelling Test and English Grammar Test.

Tablet of English rules

Antonella Pesce She has collaborated with the DEAL Research Group, dealing with the learning of foreign languages by students with developmental dyslexia, and then extending the research field to other linguistic-based evolutionary disorders.

A BOOK FOR SECONDARY SCHOOL-1ST GRADE Like on a real tablet, where all the information can be instantly found with a simple touch, this volume is a collection of the main topics faced in middle school. The Tablet of English Rules is organized in four sections: Parts of speech, Phonology and orthography, Lexicon, Syntax, each of which presents the main rules of the topic presented. The order of the topics follows the progressive levels of diﬃculty with which the subjects is presented from the ﬁrst to third years of middle school. Each page is dedicated to the explanation of a rule or a procedure and is introduced by an illustrated cartoon about the topic, linking it to the daily reality of the children. The clear and minimal graphic design, with anticipatory maps, diagrams and visual hooks assists the student with identifying the various parts of the speech, focusing on distinguishing the types of complements and clauses, while providing a whole, systematic overview in a succinct way.

11/ 13 PAGES: 200 ISBN 978-88-590-1938-1

€ 15,90

Topic

COMING SOON See also

Example

The case of English rules Page 43

Rule ANALISI DEL PERIODO PROPOSIZIONE PRINCIPALE

SUBORDINATA DI 1° GRADO

LE PROPOSIZIONI SUBORDINATE

COORDINATA ALLA PRINCIPALE

SUBORDINATA DI 1° GRADO

PROPOSIZIONI SUBORDINATE COMPLEMENTARI DIRETTE

COORDINATA ALLA SUBORDINATA

SUBORDINATA DI 2° GRADO

➜ Si prevede che pioverà. ➜ Lui dice che pioverà.

• dichiarativa

➜ Lui ha fatto la previsione che pioverà.

• interrogativa indiretta

➜ Sai se pioverà?

SUBORDINATA DI 1° GRADO

COORDINATA ALLA SUBORDINATA

SUBORDINATA DI 2° GRADO

PROPOSIZIONI • oggettiva ➜ Lui dice che pioverà. SUBORDINATE Il TABLET DELLE REGOLE DI ITALIANO è uno strumento pensato COMPLEMENTARI • dichiarativa ➜ Lui ha fatto la previsione che pioverà. apposta per noi studenti della scuola secondaria di primo graDIRETTE do: la fonologia, l’analisi grammaticale, periodo • interrogativa indirettalogica ➜e Saidel se pioverà?

• informativa

➜ Oggi piove.

• desiderativa

➜ Magari piovesse!

• interrogativa diretta

➜ Secondo te piove?

• esclamativa

➜ Quanto piove!

• volitiva imperativa

➜ Prendi l’ombrello!

• relativa propria

➜ Questo è il ragazzo che ha previsto pioggia.

• relative improprie

➜ Beata lei che (= perché) è all’asciutto. (causale)

Ad esempio, se ho un dubbio su➜un vado Stocomplemento, cercando un tetto chealla (affinché) mi ripari. (finale) sezione SINTASSI DELLA FRASE. Se devo sapere cheche tipo(=dimentre) ag- correva a ripararsi. ➜ Ho visto il nonno gettivo ho di fronte, mi sposto nella(temporale) sezione MORFOLOGIA. ➜ Vorrei una giacca da pioggia che (= tale che) fosse adatta a me. (consecutiva) ➜ Lui, che (= sebbene) aveva freddo, le diede la sua

Dritti al punto! L’impianto grafico chiaro ed essenziale, con mappe (concessiva) giacca. anticipatorie, schemi e ganci visivi, ti accompagna ➜ Alzinell’indivila mano chi (= se qualcuno) ha paura del duare le varie parti del discorso, nel focalizzare e differenziare le temporale. (condizionale) tipologie di complementi e proposizioni, fornendo uno sguardo sistematico e completo, ma allo stesso tempo sintetico. • finale

➜ Mangio per nutrirmi.

• causale

➜ Sono ingrassato perché ho mangiato troppo.

• modale ➜ Mangio noccioline gustandomele per bene. Con il suo formato compatto e maneggevole puoi tenerlo sempre a portata di mano, insieme agli strumenti di consultazione rapi• strumentale ➜ Puoi dimagrire privandoti delle leccornie. da. Ti sarà utile anche nella scuola secondaria di secondo grado.

The cover becomes a map that is quick and easy to consult: PROPOSIZIONI INDIPENDENTI

• volitiva esortativa • volitiva proibitiva

➜ Sii previdente.

➜ Non uscire senza ombrello!

• volitiva concessiva

➜ Esci pure senza ombrello.

• copulativa

➜ Esco sotto la pioggia senza ombrello e mi bagno.

CONTENUTI

B PROPOSIZIONI FONOLOGIA SUBORDINATE • Alfabeto, vocali AVVERBIALI

• temporale

➜ Quando mangio, guardo la tv.

• condizionale

➜ Se mangiassi meno, dimagrirei.

• concessiva

• consecutiva

➜ Nonostante mangi molto, rimane in forma. ➜ Mangia tanto che è ingrassato.

• avversativa

➜ Esco sotto la pioggia senza ombrello ma non mi bagno.

• disgiuntiva

➜ Esci con l’ombrello, altrimenti ti bagni.

• esplicativa

➜ Mi sono bagnato di pioggia, difatti sono uscito senza ombrello.

MORFOLOGIA • comparativa • Analisi grammaticale • Le 9 parti del discorso (articolo, nome, pronome, aggettivo, verbo, avverbio, •preposizione, avversativa congiunzione, •interiezione) limitativa

• conclusiva

➜ Esco sotto la pioggia senza ombrello, quindi mi bagno.

• eccettuativa

www.erickson.it ➜ Faccio tutto fuorché mangiare in modo sano.

➜ O esci sotto la pioggia con l’ombrello o ti bagni.

• esclusiva

➜ Non passo giorno senza mangiare leccornie.

e consonanti • Sillabe • Apostrofo e punteggiatura • Accenti

SINTASSI ➜ DELLA FRASE SINTASSIpiù DEL pedalando PERIODO Si bruciano calorie che correndo. • Frase, sintagmi, • Struttura e (di maggioranza) elementi nomenclatura ➜ Imparare a cucinare è meno complicato di quanto • Elementi principali • Proposizioni principali della frase pensi. semplice(di minoranza) e indipendenti, coordinate e ➜ La pasta era tanto saporita quanto pensavamo che • Altri elementi subordinate della frase fosse. (di uguaglianza)

all the concepts are presented in a synthetic way and are accompanied by examples PROPOSIZIONI COORDINATE

• correlativa

➜ Mangi leccornie, laddove€dovresti 15,90 mangiare cibi sani. APPENDICE Lessico

➜ Secondo quanto detto dal nutrizionista, devo mangiare più verdura.

➜ Oggi piove.

ANALISI LOGICA

• desiderativa ➜ Magari piovesse! 1 Individua e classifica il PREDICATO • interrogativa diretta ➜ ➜ Secondo te piove? • verbale Io sono andato • nominale ➜ Io sono contento • esclamativa ➜ Quanto piove!

Anna Rita Vizzari

PROPOSIZIONI INDIPENDENTI

sono esposte e spiegate in modo chiaro, organico e funzionale.

PROPOSIZIONI SUBORDINATE AGGETTIVE

LE PROPOSIZIONI INDIPENDENTI E COORDINATE

...

• informativa

Vizzari

COORDINATA ALLA PRINCIPALE

➜ Si prevede che pioverà.

TABLET DELLE REGOLE di ITALIANO

PROPOSIZIONE PRINCIPALE

LE PROPOSIZIONI SUBORDINATE • soggettiva

➜ Questo è il ragazzo che ha previsto pioggia.

• relative improprie

➜ Beata lei che (= perché) è all’asciutto. (causale) ➜ Sto cercando un tetto che (affinché) mi ripari. (finale) ➜ Ho visto il nonno che (= mentre) correva a ripararsi. (temporale) ➜ Vorrei una giacca da pioggia che (= tale che) fosse adatta a me. (consecutiva) ➜ Lui, che (= sebbene) aveva freddo, le diede la sua giacca. (concessiva) ➜ Alzi la mano chi (= se qualcuno) ha paura del temporale. (condizionale)

• espresso ➜ Io mangio • mancante ➜ Piove • sottinteso ➜ [Io] Mangio la frutta • partitivo ➜ Dei ragazzi mangiano

3 • di specificazione ➜ La casa di Anna • volitiva proibitiva Individua e classifica gli altri ELEMENTI ➜ Non uscire senza ombrello! • di denominazione ➜ La città di Bari PRINCIPALI DELLA FRASE • di fine ➜ Lavoro la gloria • volitiva concessiva ➜ Esciper pure senza ombrello. • predicativo del soggetto ➜ Io sembro • di causa ➜ Assente per malattia PROPOSIZIONI contento • concessivo ➜ Presente nonostante la SUBORDINATE • predicativo dell’oggetto ➜ Mi hai reso • copulativa malattia ➜ Esco sotto la pioggia senza ombrello e mi bagno. AVVERBIALI contento • di vantaggio/di svantaggio ➜ Nuove • c. di Ho risposto a te degli la studenti/a • avversativa regole a vantaggio ➜ Esco sotto pioggia senza ombrello matermine non mi➜DI SCUOLA SECONDARIA 1° GRADO • c. d’agente/di causa efficiente svantaggio degli studenti bagno. ➜ Sono stato sfiorato da una • di compagnia/di unione ➜ Esco con persona/da un sasso • disgiuntiva un’amica/con l’ombrello ➜ Esci con l’ombrello, altrimenti ti bagni.

ITALIANO

• di modo o maniera ➜ Fate piano! • esplicativa • di mezzo o➜ Mi sono ➜ bagnato di con pioggia, difatti sono uscito strumento Mi riparo senza ombrello. l’ombrello 6 Individua e classifica gli ALTRI • conclusiva ➜ Esco sotto la pioggia senza ombrello, quindi mi COMPLEMENTI bagno. • di materia ➜ L’impermeabile di stoffa 5 • di argomento ➜ Parlami di lui Individua e classifica i COMPLEMENTI • correlativa ➜ O esci sotto la pioggia con l’ombrello o ti bagni.➜ Secondo me è stanco • di limitazione DI TEMPO, DI LUOGO E DI QUANTITÀ • di qualità ➜ Uomo di buon cuore • tempo determinato ➜ Alle sette mi • di età ➜ Uomo di trent’anni sveglio • partitivo ➜ Uno fra tanti • tempo continuato ➜ Dormo per sei ore • di paragone ➜ Più bello di me • stato in luogo ➜ Sto a casa • di allontanamento/separazione ➜ Si • moto in luogo circoscritto ➜ Cammino è allontanato da me nel cortile • di origine/provenienza ➜ Sono • moto da luogo ➜ Torno da casa originario di Bolzano • moto a luogo ➜ Vado a casa • di abbondanza/di privazione ➜ • moto per luogo ➜ Passo per il cortile Frigorifero pieno/privo di bevande • di peso/misura ➜ Lui pesa dieci chili • esclamativo ➜ Che splendore! • di estensione ➜ Alto due metri • di vocazione ➜ Carissima Anna, ti • di distanza ➜ Il centro dista due saluto! chilometri • di esclusione ➜ Tutti tranne te • di prezzo ➜ Ho pagato i jeans 50 euro • di sostituzione/scambio ➜ Ho • di stima ➜ La villa vale tantissimo sostituito te con lui • distributivo ➜ Guardi l’orologio ogni 7 minuto Individua e classifica ATTRIBUTI e • di rapporto ➜ L’amicizia fra noi APPOSIZIONI • di colpa ➜ Multato per eccesso di • attributi ➜ Il professore giovane velocità • apposizioni ➜ Il Professor Rossi • di pena ➜ Punito con 100 euro di multa

• finale ARTICOLO • causale ➜ determinativo, indeterminativo, • modale partitivo • strumentale ➜ maschile, femminile • temporale ➜ singolare, • condizionale plurale

➜ Mangio per nutrirmi. NOME O SOSTANTIVO VERBO ➜ Sono ingrassato 3a coniugazione ➜ comune, proprio perché ho mangiato ➜ 1a, 2a,troppo. ➜ forma attiva, passiva, riflessiva ➜ concreto, ➜ Mangio astratto noccioline gustandomele per bene. ➜ modo indicativo, congiuntivo, ➜ individuale, collettivo ➜ Puoi dimagrire privandoti delle leccornie. condizionale, imperativo, ➜ numerabile, non numerabile ➜ primitivo, ➜ Quandoderivato, mangio, guardo la tv. gerundio, participio, infinito ➜ presente, futuro (semplice, composto, alterato ➜ Se mangiassi meno, dimagrirei. anteriore), passato (prossimo, ➜ maschile, femminile ➜ mobile, indipendente, di • concessiva ➜ Nonostante mangi molto, rimaneremoto), in forma.imperfetto, trapassato (prossimo, remoto) genere comune, di genere • consecutiva ➜promiscuo Mangia tanto che è ingrassato. ➜ 1a, 2a, 3a persona ➜ singolare, plurale ➜ singolare, plurale • comparativa ➜ Si bruciano calorie più pedalando che correndo. ➜ maschile, femminile (se si ➜ variabile, invariabile, (di maggioranza) desume dall'eventuale participio difettivo, sovrabbondante ➜ Imparare a cucinare è meno complicato di quanto passato) pensi. (di minoranza) ➜ La pasta era tanto saporita quanto pensavamo che PRONOME AGGETTIVO fosse. (di uguaglianza) ➜ qualificativo, determinativo ➜ qualificativo, determinativo [possessivo, dimostrativo, • avversativa ➜ Mangi leccornie, laddove dovresti mangiare cibi sani. [possessivo, dimostrativo, indefinito, interrogativo, esclamativo, numerale • limitativa ➜ Secondo quanto dettoordinale, dal nutrizionista, devo indefinito, interrogativo, (cardinale, moltiplicativo)] più verdura. esclamativo, numerale mangiare ➜ primitivo, derivato, composto, alterato (cardinale, ordinale, ➜ Faccio tutto ➜ maschile, femminilein modo sano. • eccettuativa fuorché mangiare moltiplicativo)] ➜ singolare, plurale • esclusiva giorno senza mangiare leccornie. ➜ maschile, femminile ➜ Non passo ➜ variabile, invariabile ➜ singolare, plurale ➜ positivo, comparativo (di maggioranza, di minoranza, ➜ variabile, invariabile di uguaglianza), superlativo (relativo, assoluto) AVVERBIO

PREPOSIZIONE

CONGIUNZIONE

INTERIEZIONE

➜ qualificativo, determinativo [di tempo, di luogo, di quantità, interrogativo, esclamativo, presentativo, focalizzante, di valutazione/ giudizio (di affermazione/ certezza, di dubbio, di negazione), olofrastico] ➜ primitivo o semplice, derivato, composto, locuzione avverbiale ➜ grado: positivo, comparativo (di maggioranza, di minoranza, di uguaglianza), superlativo (relativo, assoluto)

➜ propria, impropria, locuzione prepositiva/ preposizionale ➜ singolare, plurale (se articolata) ➜ maschile, femminile (se articolata)

➜ propria (semplice, composta), impropria, locuzione congiuntiva/ congiunzionale ➜ coordinativa, subordinativa

➜ propria o primaria, impropria o secondaria, locuzione interiettiva/ esclamativa

SCHOOL EDUCATION AND DIDACTICS | ENGLISH

Individua e classifica i COM PRINCIPALI

• di specificazione ➜ La ca • di denominazione ➜ La • di fine ➜ Lavoro per la g • di causa ➜ Assente per • concessivo ➜ Presente n malattia • di vantaggio/di svantagg regole a vantaggio degli svantaggio degli studen • di compagnia/di unione un’amica/con l’ombrello • di modo o maniera ➜ Fa • di mezzo o strumento ➜ l’ombrello

ANALISI GRAMMATICALE: LE 9 PARTI DEL DISCORSO

Individua e classifica il SOGGETTO

TABLET DELLE REGOLE

• volitiva imperativa ➜ Prendi l’ombrello! 4 Individua e classifica i COMPLEMENTI • volitiva esortativa PRINCIPALI ➜ Sii previdente.

PROPOSIZIONI COORDINATE

Individua e classifica il PRE

• verbale ➜ Io sono anda • nominale ➜ Io sono con

• relativa propria

PROPOSIZIONI SUBORDINATE AGGETTIVE

LE PROPOSIZIONI INDIPENDENTI E COORDINATE ANALISI DEL PERIODO

• soggettiva • oggettiva

Individua e classifica i COM DI TEMPO, DI LUOGO E D • tempo determinato ➜ A sveglio • tempo continuato ➜ Dor • stato in luogo ➜ Sto a ca • moto in luogo circoscritto nel cortile • moto da luogo ➜ Torno • moto a luogo ➜ Vado a • moto per luogo ➜ Passo • di peso/misura ➜ Lui pe • di estensione ➜ Alto due • di distanza ➜ Il centro d chilometri • di prezzo ➜ Ho pagato i • di stima ➜ La villa vale t

Individua e classifica ATTR APPOSIZIONI

• attributi ➜ Il professore • apposizioni ➜ Il Professo

Giuseppina Gentili

5/ 7

The Mathematics workshop briefcase 12 games for learning by having fun in ﬁrst and second grades

THE MATHEMATICS WORKSHOP BRIEFCASE ISBN 978-88-590-1877-3

€ 35,00

The games included refer to the three core principles for teaching mathematics, as specified in the National Indications: Numbers, Space and Shape and Data and Predictions. These games can be offered to children and used to discover and experiment with new concepts and / or new skills; to consolidate and reinforce concepts already acquired; to stimulate the cognitive and executive functions; to interact with others by developing social skills; to engage free moments of the school day in a cognitively effective and productive way.

See also

Number memory

The Italian workshop briefcase Page 51

Dominoes

4/ 10

PAGES: 200 ISBN 978-88-590-1774-5

€ 21,50

6/ 11

VOL. 1 PAGES: 274 + CD-ROM

ISBN 978-88-590-0710-4

€ 22,00

VOL. 2 PAGES: 224 + CD-ROM

ISBN 978-88-590-0999-3

Giuseppina Gentili

CERTIFICATION OF COMPETENCES IN KINDERGARTEN AND PRIMARY SCHOOL Tests and tools for eﬀective evaluations

COMPETENCE TESTS, REALLIFE TASKS AND ASSESSMENT INDEXES – MATHEMATICS – PRIMARY SCHOOL Tools and materials for assessing and certifying pupil competences

The volume is divided into three parts, each one dedicated to a signiﬁcant passage in the scholastic course of each student, oﬀering working programmes, models and assessment tools that allow for the demonstration and strengthening of the level of mastery of competences. Evaluation rubrics allow the teacher to detect: the realisation and performance of real-life learning tasks, the processes activated, the competences emerged.

6/ 10

PAGES: 320 ISBN 978-88-590-1393-8

€ 20,00

Giuseppina Gentili

Giuseppina Gentili, Daniele Egidi

THE MATHEMATICS WORKSHOP Practical suggestions for skills Vol.1: Primary school years one, two and three Vol.2: Primary school years four and ﬁve

MATHEMATICS THROUGH COMPETENCES FOR LOWER SECONDARY SCHOOL Workshop teaching, practical suggestions and real-life tasks

These books present an in-depth practical programme rich in ideas for the mathematics curriculum of primary school, with detailed instructions on organising and carrying out the activities for the teacher and over 200 worksheets and various material for the pupil.

10/ 13

PAGES: 224 IN TWO COLOURS

ISBN 978-88-590-1168-2

The workshop becomes the transversal principal of the books, in which every pupil thinks and works from a participatory viewpoint, using a multitude of learning methods.

€ 22,00

This volume oﬀrers material, programmes and assessment models which have been tested and proven to be eﬀective. Competence tests allow pupils to engage in meaningful learning and in undertakings which are contextualised in everyday life, performing real world tasks. Each competence test comes with a self-monitoring sheet for the child.

SCHOOL EDUCATION AND DIDACTICS | COMPETENCES

€ 20,00

The workshop methodology interweaves didactic and practical mediation and stimulates cooperation and sharing, encouraging an active research attitude to knowledge based on curiosity and challenge. The result is a school with the aim of rendering its pupils competent, organising learning situations so that they can all independently and responsibly resolve real-life tasks. This volume offers teachers complete, ﬂexible teaching programmes with detailed instructions, analysis and insights.

Mathematical and scientific area

Skills in action!

Linguistic and anthropological area

Reality homework using technology The series oﬀers fourth grade primary school teachers 5 structured workshops. The objective is to encourage young people – through realistic, complex, and new situations – to develop creativity and problem-solving skills that will be fundamental for their personal and social growth. In the various activities proposed, technology plays a secondary role with respect to the development of skills, which remains the main objective of the text.

THE OBJECTIVES OF THE BOOKS 1.

Propose skillbased activities

Expect the use of technology Technology still represents a brick in the wall of skill development

Teacher support Providing teachers with a useful and accessible tool

9/ 10 LINGUISTIC AND ANTHROPOLOGICAL AREA PAGES: 230 ISBN 978-88-590-1530-7

€ 20,00

MATHEMATICAL AND SCIENTIFIC AREA PAGES: 232

4. Create meaningful scenarios so that the activity can be easily contextualized

ISBN 978-88-590-1641-0

€ 20,00

EACH ACTIVITY IS STRUCTURED TO HAVE 3 LEVELS OF TECHNOLOGICAL COMPLEXITY

Level A requires competence with basic technical instruments.

€ 15,00

TINKERING

CODING MAKING PER BAMBINI DAI 4 AI 6 ANNI

inkering, coding e making: che cosa sono? Attività che permettono di allenare, FONDAZIONE fin da piccoli, competenze chiave del XXI secolo. Il tinkering è dare libero sfogo alla creatività, ma anche aumentare la consapevolezza di ciò che si sta facendo nella ricerca costante del giusto espediente. Il coding è favorire lo sviluppo del pensiero computazionale, della capacità di analizzare problemi e cercare soluzioni. E, prima ancora che davanti a uno schermo se ne imparano le basi usando solo un album da disegno. Il making è dar vita a un progetto comune tramite la fabbricazione di qualcosa; favorisce la capacità di collaborare e comunicare sviluppando il pensiero critico. Le otto attività proposte in questo volume, metà delle quali realizzabili senza l’utilizzo di dispositivi elettrici, consentono a insegnanti o genitori intraprendenti di far conoscere ai Attività i bambini il tinkering, il coding e il making in modo per bambin dai 6 agli divertente e creativo. 8 anni

Il progetto ICS (Immaginare Crescere Sviluppare) Lab è una raccolta di «ricette», con tanto di ingredienti, tempi di svolgimento e passaggi da seguire, progettate per gli insegnanti che vogliono innovare la didattica partendo da risorse facilmente reperibili.

La Fondazione Mondo Digitale (FMD) lavora per una società democratica della conoscenza coniugando innovazione, istruzione, inclusione e valori fondamentali. I benefici che provengono da conoscenze, nuove tecnologie e innovazione devono essere a vantaggio di tutte le persone senza alcun tipo di discriminazione.

Fondazione Mondo Digitale

getto ICS (Immaginare Crescere Sviluppare) una raccolta di «ricette», con tanto di ienti, tempi di svolgimento e passaggi da e, progettate per gli insegnanti che voinnovare la didattica partendo da risorlmente reperibili.

Level B is an intermediate level.

Level C is the advanced level.

The activities are more structured, both methodologically and technologically.

Composed of more detailed proposals from a technological and methodological point of view.

Fondazione Mondo Digitale

TINKERING CODING MAKING PER BAMBINI DAI 6 AGLI 8ANNI

inkering, coding e making: che cosa sono? Attività che permettono di allenare, fin da piccoli, competenze chiave del XXI secolo. Il tinkering è dare libero sfogo alla creatività, ma anche aumentare la consapevolezza di ciò i sta facendo nella ricerca costante del giusto espediente. Il coding orire lo sviluppo del pensiero computazionale, della cità di analizzare problemi e cercare soluzioni. E, prima ra che davanti a uno schermo, se ne imparano le basi do solo un album da disegno. Il making vita a un progetto comune tramite la icazione di qualcosa; favorisce la capacità di borare e comunicare sviluppando il pensiero o. Le otto attività proposte in questo volume, delle quali realizzabili senza l’utilizzo di sitivi elettrici, consentono a insegnanti itori intraprendenti di far conoscere ai Attività i bini il tinkering, il coding e il making in modo per bambin dai 4 ai tente e creativo. 6 anni

TINKERING CODING MAKING PER BAMBINI DAI 4 AI 6 ANNI

Fondazione Mondo Digitale

Step by step instructions are provided.

Level C ADVANCED

Level B INTERMEDIATE

Level A BASIC

Fondazione Mondo Digitale

TINKERING

CODING MAKING PER BAMBINI DAI 6 AGLI 8 ANNI

Tinkering, coding, making For children ages 4 to 6 years For children ages 6 to 8 years The ﬁrst two volumes in a new series that favours the creative development of transversal and digital skills in the STEM disciplines. Each volume proposes 8 illustrated and “ready to use” educational workshops whose activities are supported by the use of particular robotics tools, but also of commonly used objects, with the aim of bringing teachers closer to the use of technology and allowing children to develop skills in a fun and innovative way.

4/ 8 TINKERING, CODING, MAKING FOR CHILDREN AGES 4 TO 6 YEARS LIBRO PP. 80 ISBN 978-88-590-1904-6

€ 15,00

TINKERING, CODING, MAKING FOR CHILDREN AGES 6 TO 8 YEARS LIBRO PP. 80 ISBN 978-88-590-1905-3

€ 15,00

FONDAZIONE

€ 15,00

SCHOOL EDUCATION AND DIDACTICS | COMPETENCES

Giuditta Gottardi

Learning and studying better with Lapbooks What is a lapbook?

Ginevra G. Gottardi

A lapbook is a dynamic, creative collection of content. It contains minibooks or templates which hold essential and speciﬁc information regarding a chosen topic. The ultimate aim is to create a three-dimensional, interactive map of what you have studied and learnt, through a practical and personalised project.

Why make lapbooks at school? 1. Pupils feel more motivated to study when they are involved in the learning process 2. Lapbooks are well-suited to cooperative group teaching, because pupils develop the critical abilities needed to make lapbooks more easily through dialogues with their peers 3. Students who are accompanied in the critical use of the lapbook are students who will learn to build their own study method Giuditta Gottardi and Ginevra G. Gottardi

LEARNING WITH LAPBOOKS

LEARNING WITH LAPBOOKS - THE ENGLISH LANGUAGE Third class

8/ 9

THIRD GRADE ENGLISH 100 WORKSHEETS + 4 CARDS + 1 ENVELOPE TO COLLECT THE CUT-OUTS ISBN 978-88-590-1909-1

€ 12,50

A dynamic tool created to encourage English language learning in the third grade of primary school. This folder holds all the directions and materials necessary to allow children to autonomously create 3 lapbooks based on the main topics found in the English curriculum in third grade: introducing myself, school, what I learn at school. Learning with Lapbooks - The English Language is a resource that allows students to create an organized, three-dimensional concept map which they can then use to review the contents in a more meaningful and eﬀective way!

THIRD GRADE ITALIAN, HISTORY AND GEOGRAPHY ISBN 978-88-590-1269-6 | € 12,50 100 WORKSHEETS + 4 CARDS + 1 ENVELOPE TO COLLECT THE CUT-OUTS MATHS AND SCIENCE ISBN 978-88-590-1270-2 | € 12,50 100 WORKSHEETS + 4 CARDS + 1 ENVELOPE TO COLLECT THE CUT-OUTS

FOURTH GRADE ITALIAN, HISTORY AND GEOGRAPHY ISBN 978-88-590-1400-3 | € 12,50 100 WORKSHEETS + 4 CARDS + 1 ENVELOPE TO COLLECT THE CUT-OUTS MATHS AND SCIENCE ISBN 978-88-590-1399-0 | € 12,50 100 WORKSHEETS + 4 CARDS + 1 ENVELOPE TO COLLECT THE CUT-OUTS

FIFTH GRADE ITALIAN, HISTORY AND GEOGRAPHY ISBN 978-88-590-1628-1 | € 12,50 100 WORKSHEETS + 4 CARDS + 1 ENVELOPE TO COLLECT THE CUT-OUTS MATHS AND SCIENCE ISBN 978-88-590-1629-8 | € 12,50 100 WORKSHEETS + 4 CARDS + 1 ENVELOPE TO COLLECT THE CUT-OUTS

SCHOOL EDUCATION AND DIDACTICS | LEARNING WITH LAPBOOKS

6/ 11

PAGES: 280 ISBN 978-88-590-1055-5

€ 19,00

China (Simplified Chinese)

Giuditta Gottardi and Ginevra G. Gottardi

MY FIRST LAPBOOK Models and materials to build in order to learn how to study better

TEACHING COMPETENCES WITH LAPBOOKS Models and materials to build for primary school

The lapbook involves making little card folders of diﬀerent shapes and sizes, which can be used to hold all items relating to a particular topic. These items could be drawings, photographs, short descriptions etc., which are placed on various «templates» and will go on to make up – once positioned in the lapbook – diﬀerent sized mini-books, which can be used to revise and consolidate concepts, enrich learning as study moves along and personalise in your own way.

6/ 11

PAGES:300 ISBN 978-88-590-1771-4

€ 19,00

This volume, after the introductory theoretical part, proposes ﬁve Learning Units, one for each primary school class, accompanied by a lapbook: each Unit proposes an interdisciplinary course starting from a fable and describes the activities to be carried out for each discipline, with the skills and cognitive processes involved. It also provides clear instructions and materials ready to be photocopied and distributed.

Giuditta Gottardi and Ginevra G. Gottardi

Geoforce special agents Create and learn with lapbooks

9+ THE EGYPTIAN TREASURES 40 COLOURFUL PAGES ISBN 978-88-590-1811-7

Geoforce special agents is a new series through which primary school children can easily create fun and colourful lapbooks, that are creative folders in which information on a topic can be collected. To do this, children will have to complete a special mission (like: ﬁnding a treasure in ancient Egypt, scaring a ghost away from an ancient castle). Only at the end of the mission will the children have created their own lapbook (about Egypt, medieval castles ...). WHAT DO THESE BOOKS CONTAIN? - A story about the adventures of the Geoforce special agents with games and instructions for creating the lapbook - 2 coloured pieces of card to be used as the base of the lapbook - Centre page with stickers to be used for decorating the lapbook and completing some activities from the book - A double page with extra materials for enriching the lapbook - A pocket at the back of the book where the pages and cuttings can be stored during the construction phase of the lapbook

€ 9,90

MYSTERY IN A MEDIEVAL CASTLE 40 COLOURFUL PAGES ISBN 978-88-590-1812-4

€ 9,90

Ti sei accort o che in alcune pagine compaiono degli scarab ei azzurr In totale sono 5! Cercali e dopo i? averli trovat i tutti, incolla qui sotto l’adesivo.

INCOLLA L’ADESIVO QUI

Istruzioni

Nei musei e tra i monumenti degli antichi Egizi è vedere raffig facile urazioni dello scarab eo. Questo insett o era collegato al culto del dio Khepri, che ogni mattin a spingeva il sole fuori dall’Aldilà, così come lo scarabeo spinge con le zampe delle piccole palline di sterco .

allegato 23

Scopri come era fatto il sarcof ago del faraon Allegato 23: e. Il sarcofago 1 Ritaglia il template, il 3 disegno e le due fascette. 2 Piega tutti gli elementi lungo le linee 3 Taglia il sarcof tratteggiate. ago a metà lungo la linea spessa nera. Attenz ione: fermat i quando raggiu ngi la linea 5 tratteggiata. COLLA 4 Prendi le fascette incollale in modo e da creare un rettangolo vuoto al centro. 5 Incolla il lato lungo delle fascette sulla base piegata 6 dove trovi le due aree grigie.

6 Incolla la parte superi ore delle fascette al disegno del sarcofago dove trovi le due aree grigie. 7 Chiudi il template e incollalo nella cartelletta dove trovi la scritta «23».

4 COLLA

COLLA

6 7

Cut and fold activities! Allegato 7 Allegato 6 Piega lungo le linee tratteggiate

Ritaglia il contorno

Piega lungo la linea tratteggiata

The personalized learning

helps children memorize concepts

il pallino Fora con il punteruolo nero al centro delle card. fermacampione Unisci le card con un e fermalo sul retro

LE ARMI DEL CAVALIERE

6 Piega lungo le linee tratteggiate

cartelletta Incolla la bustina nella dove trovi scritto «6»

Piega lungo la linea tratteggiata

Cut-out materials

for putting together a unique lapbook SCHOOL EDUCATION AND DIDACTICS | LEARNING WITH LAPBOOKS

Winner of the special award

2017 INSPECTOR SPELLOR AND THE THEFT OF THE CROWN JEWELS 56 COLOURFUL PAGES ISBN 978-88-590-1097-5

€ 8,90

INSPECTOR SPELLOR AND THE HEIST OF THE CENTURY 56 COLOURFUL PAGES

Susi Cazzaniga and Silvia Baldi

Inspector Spellor Mini spelling detective stories The 5 books have increasing levels of complexity, for progressive development of spelling and lexical competences. In line with the primary school curriculum, but unhampered by criteria strictly connected to the classroom, they can also be useful for pupils with speciﬁc learning diﬃculties for development and remediation.

ISBN 978-88-590-1098-2

€ 8,90

INSPECTOR SPELLOR AND THE DISAPPEARANCE OF THE CRYSTAL SKULL 56 COLOURFUL PAGES ISBN 978-88-590-1099-9

€ 8,90

INSPECTOR SPELLOR AND THE SENSATIONAL ESCAPE OF THOMAS GORILLA 56 COLOURFUL PAGES ISBN 978-88-590-1100-2

€ 8,90

INSPECTOR SPELLOR AND THE SABOTAGE OF BIG BEN 56 COLOURFUL PAGES ISBN 978-88-590-1101-9

€ 8,90

Volume 1 and 2: Slovenia

95.000 COPIES SOLD Monica Colli and Grazia Mauri

Sam Grammaticus Mini grammar mysteries SAM GRAMMATICUS AND THE PINK DIAMOND ROBBERY 56 COLOURFUL PAGES

ISBN 978-88-590-1740-0

€ 8,90

SAM GRAMMATICUS AND THE BLUE PARROT DISAPPERANCE 56 COLOURFUL PAGES

An exciting series that transforms grammar from a boring exercise into a pleasant journey of discovery of the Italian language. Children will have to assist Sam Grammaticus investigate the intriguing cases in which he’s involved. By solving engaging word puzzles, children will collect the right hints for discovering who is guilty!

ISBN 978-88-590-1741-7

€ 8,90

SAM GRAMMATICUS AND THE MYSTERIOUS PASSENGER ON FLIGHT M-130 56 COLOURFUL PAGES

ISBN 978-88-590-1876-6

€ 8,90

SAM GRAMMATICUS AND THE 4 WHEELED SABOTAGE 56 COLOURFUL PAGES

ISBN 978-88-590-1934-3

€ 8,90

SAM GRAMMATICUS AND THE KIDNAPPING OF DOLORES PANTHER 56 COLOURFUL PAGES ISBN 978-88-590-1935-0

€ 8,90

SCHOOL EDUCATION AND DIDACTICS | GRAMMAR AND ORTHOGRAPHY

Teacher Larissa’s briefcase Card games for learning Italian by having fun A colour-illustrated cardboard briefcase containing 10 packs of practical colour cards, some with pictures and others with words/syllables or letters. The cards are designed to be used by primary years one and two pupils for learning the reading and writing process, and allow children to play and learn independently, helping teachers oﬀer diﬀerent, fun, stimulating activities. Used in progression, the packs of cards encourage a gradual yet at the same time exacting approach to the world of reading and writing. 6/ 7

Lara Carnovali Primary school teacher, she is involved in the direction of the Italian School in Portland (USA), a non-profit teaching organisation for teaching Italian to mainly English-speaking adults and children. Known on the web as the Teacher Larissa, thanks to her blog, she is a reference point for teachers and parents.

Scan the QR code to discover more

10 DECKS OF COLOURFUL CARDS + 2 COLOUR TABLES + 6 COUNTERS + 1 DIE + INTRODUCTORY GUIDE AND INSTRUCTIONS ISBN 978-88-590-1178-1 | € 28,50

See also

Teacher Larissa’s Mathematics briefcase Page 33

Giuseppina Gentili

The Italian workshop briefcase Cooperative educational games for learning by having fun This box oﬀers a series of fun games divided into 4 sections: Speaking, Reading, Writing and Linguistic reﬂection, and Vocabulary. These games for children can be used with various aims: • for discovering and experimenting new concepts and/or new skills; • for consolidating and strengthening concepts which have already been acquired; • for stimulating the cognitive and executive functions which form the basis of problem-solving skills, the use of creativity and of divergent thinking; • for integrating with others by developing social skills whilst respecting given shared rules.

5/ 7 BRIEFCASE ISBN 978-88-590-1382-2

€ 35,00

See also

The Mathematics workshop briefcase Page 46

SCHOOL EDUCATION AND DIDACTICS | GRAMMAR AND ORTHOGRAPHY

A thousand and one stories

LUCKY DIP + 2 MAPS + MYSTERY CARDS

A game for imagining and telling stories

ISBN 978-88-590-1415-7

A box which contains many materials to stimulate and develop creativity. The different games can be comimagination and creativity bined, modified, and reinvented, creating infinite opportunites for children to invent new stories and develop their language skills and story-telling abilities. This game can be played at home or at school, in challenge mode, or as a group story writing activity.

€ 19,50

�� years � or more players

Russia, Romania, Finland

Game board

12.000 COPIES SOLD IN JUST TWO YEARS!

Illustrated map 60 illustrated cards

90 tokens Centro Zaffiria

The narrator’s briefcase A journey into the imaginary of the world’s cultures Where do we come from? Where are we going? What is at the centre of the earth? How can you explain a rainbow? Every culture has attempted to answer these and other questions. It is a fascinating journey into stories, images, decorations and drawings of people who, though far from each other, have tried to give a meaning to the world we live in and to their own lives. The narrator’s briefcase is a collection of materials - inspired by decorations and ornaments made worldwide throughout the centuries - which aims to stimulate in children the ability to create stories and build narrations. In this game, images become stories. Children can freely associate images and thoughts, ﬁnd unexpected ideas, get inspiration to invent new fairy tales and myths, and re-elaborate graphic-pictorial materials, giving life to new scenarios.

LA VA DEL N LIGETTA ARRA TORE

A cura

di Centr

6/ 10 BRIEFCASE ISBN 978-88-590-1733-2

€ 32,50

Scan the QR code to discover more

Tiles

o Zaffir

Quad er delle no attiv ità

See also

The geographer briefcase Centro

Zaffiria,

La valige

tta del

Narratore,

Trento,

Erickson 1

SCHOOL EDUCATION AND DIDACTICS | NARRATION AND IMAGINATION

Page 42

Philosophical riddles Thinking challenges for courageous children How is the universe in which we live made? Is there something from which all things originate? What is a human being?

8/ 11 PAGES: 160 ISBN 978-88-590-1536-9

€ 23,50

Turkey, China Mainland

A book to accompany children’s thought process and philosophical reasoning starting in primary school. With the help of teachers, children between 8 and 10 years of age will have the opportunity to engage in child-sized big challenges that will lead them to practice hypothetical-deductive thinking and enhance key skills that are transferable to diﬀerent school subjects. Written in a child-friendly format, the book proposes 15 problems inspired by the history of philosophy grouped into four main sections: • Philosophy of nature • Philosophy of humans • Philosophy of language • Changing perspectives Completing the experience is the game section Building Utopia – The Island of Utopia: children can plan and create a map of their ideal island,, collaborating and comparing ideas with their companions.

Luca Mori

Scan the QR code to discover more

A short excerpt of the book translated into English is available on request.

A tu

per tu

con...

Talete

nacque in una città dell’Asia Minore (oggi Turchia) chiamata Mileto e visse tra il VII e il VI secolo a.C.

Mileto

(nell’attuale Turchia)

alcosa C’è quin tutte è e ch cose? le

Si racconta che un giorno Talete cadde in una buca scavata nel terreno e che una donna che passava di lì per caso, vedendolo, rise di lui: si preoccupava del cielo e non vedeva neppure dove mettere i piedi! Questo racconto mostra il filosofo come una persona strana e ridicola, con la testa tra le nuvole. C’è però un’altra versione: Talete potrebbe essersi calato intenzionalmente nella buca, mentre cercava il punto d’osservazione migliore per studiare le stelle. Si racconta inoltre che riuscì a deviare un fiume, per agevolare la marcia di un esercito alleato della sua città. Inoltre fu capace di prevedere un’eclissi di sole e formulò un celebre teorema di geometria. 22

nto, leme ne, un e omu o C’è incipio cere tutt o pr fa esist esiste? che ciò che

C’è qualcosa da cui tutte le cose hanno origine?

Talete

Quell’uomo si chiamava Per le sue domande è stato considerato il «padre della filosofia».

Voi sareste stati capaci di aiutarlo? Cosa avreste risposto alle sue domande?

A section dedicated to the philosophers’ points of view on the topic in question

A section with children’s points of view on the topic in question

The game Building Utopia

A section dedicated to ideas for continuation with suggested readings, observations and experiences for the teacher

SCHOOL EDUCATION AND DIDACTICS | #SEZIONE2

Holiday homework Homework yes, homework no: there are those who claim that children have the right to a well-deserved rest after a year of study and those who think that too long of a pause without homework could compromise what the children have learned during the school year. Erickson proposes a series of volumes that oﬀer a new approach not only towards holiday homework, but also towards preparing for a serene transition from primary school to middle school. Carlo Scataglini

6/ 10

Around the world in 80 days of homework

YEAR ONE PAGES: 88 COLOURFUL PAGES ISBN 978-88-590-0840-8

An innovative project which transforms much loathed holiday homework into «actively enjoyable» moments, helping consolidate what has been learnt over the course of the recently ﬁnished year of primary school. Three friendly characters will lead children around the world on a wonderful journey with 9 legs, taking them on a varied and adventurous journey which envisages one worksheet for every day of the holidays. The worksheets contain exercises, calculations, puzzles, riddles, short stories, pictures to colour. Like in a true journey around the world, at the end of each worksheet children can trace their route on the map and they’ll ﬁnd a clue with the number of the next worksheet to be completed.

da Hong Kong a Yokohama

Scheda

Risolvi le addizioni contenute nel disegno. Colora ogni parte con il colore corrispondente al risultato, indicato in tabella.

Risultato 8 5 6 9 7

2 + 4 = ___

Colore VERDE ROSSO GIALLO MARRONE BLU

5 + 3 = ___

€ 9,90

YEAR TWO PAGES: 88 COLOURFUL PAGES ISBN 978-88-590-0841-5

€ 9,90

YEAR THREE PAGES: 88 COLOURFUL PAGES ISBN 978-88-590-1103-3

€ 9,90

YEAR FOUR PAGES: 88 COLOURFUL PAGES ISBN 978-88-590-1104-0

€ 9,90

67.000 COPIES SOLD

Scheda

ARRIVO SESTA TAPPA da Mosca a Pechino

Eccoci arrivati a Pechino! La Cina è veramente un Paese affascinante. Unisci i puntini da 1 a 90, scopri il disegno e la scritta e poi colorali. Londra

Completa le immagini incollando i triangolini che trovi alla fine di ogni tappa

2 + 6 = ___

Hong Kong

6 + 2 = ___

4 + 4 = ___

Yokohama

Calcutta Suez San Francisco

New York

Brindisi

4 + 2 = ___ Tappa 1

Brindisi

5 + 4 = ___

Tappa 2

Suez

Tappa 3 Bombay

Bombay

0 + 5 = ___ 1 + 6 = ___

CLASSE

PRIMA

3 + 4 = ___

5 + 1 = ___

1 + 7 = ___

3 + 5 = ___

Tappa 4

Calcutta

Tappa 7

San Francisco Scheda

Bene! Hai colorato il disegno risolvendo le addizioni. Ora cerca il numero della prossima scheda da fare, scrivilo qui.

Games and riddles

.....

Tappa 5

Hong Kong

Tappa 8

New York

Tappa 6

Yokohama

Tappa 9

Londra

Sei arrivato a Pechino! Ritaglia il triangolino nell’angolo in alto della pagina e incollalo nello spazio del tuo passaporto in cui c’è scritto TAPPA 6. La prossima scheda da fare è la numero 7!

Pictures to colour or complete

The journey map

Carlo Scataglini

Travelling from the Earth to the Moon

China

Holiday exercises, activities and games in order to get ready for lower secondary school. This book contains a series of activities, designed for children who have finished primary school and are getting ready to start lower secondary school. Full of fun and motivating pictures and exercises, the book helps children in their approach to a new study method. The activities presented are thus designed to help children learn a new study method and a new organisation method, which will prove to be essential for success in their new school. The worksheets contain: puzzles, calculations, narrative texts to read and reflect upon, stories to start, develop, finish and put in the right order.

SCHOOL EDUCATION AND DIDACTICS | HOMEWORK

A STEPP ING-ST BOOK ONE

in prepar ati secondar on for lower y school.

10/ 11 PAGES: 104 COLOURFUL PAGES ISBN 978-88-590-1349-5

€ 9,90

Brain teaser games When summer homework becomes an adventure! An original series that proposes summer review activities for the main primary school subjects in the form of entertaining puzzles that mark the highlights of an exciting journey in a distant country. As the worksheets of increasing difficulty develop, children attach the stickers of the equipment (first part) and complete the final puzzle (second part), arriving at the solution to the case. In a richly illustrated format, children can: consolidate spelling, syntactic, arithmetic calculation skills, geometric entities; review prehistory, animal classification, ecosystems, cardinal points; and learn some new and interesting facts about foreign countries.

Claudio Ripamonti (CRIP) 17.000 COPIES SOLD

Scan the QR code to discover more

FIRST GRADE EDO & LARA AND THE LOST MEDALLION PAGES: 86 COLOURFUL PAGES

SECOND GRADE EDO & LARA AND THE DOLPHIN MYSTERY PAGES: 86 COLOURFUL PAGES

THIRD GRADE EDO & LARA AND THE SECRET OF THE SPRING PAGES: 86 COLOURFUL PAGES

FOURTH GRADE EDO & LARA AND THE LEGEND OF THE DRAGON PAGES: 86 COLOURFUL PAGES

ISBN 978-88-590-1579-6

ISBN 978-88-590-1580-2

ISBN 978-88-590-1872-8

ISBN 978-88-590-1873-5

€ 9,90

The solution to the case will appear in this final page

Solve fun exercises

In the first part (sheets 1-40) when aunt Olga says a riddle, you need to stick the correct sticker on the camping page.

In the second part (sheets 41-80) aunt Olga will show you which pieces of the puzzle need to be inserted in the grid.

SCHOOL EDUCATION AND DIDACTICS | HOMEWORK

Eva Pigliapoco

Ivan Sciapeconi

Personalised tests In the basic, facilitated and simplified versions for primary school The Personalised Tests series contains speciﬁc material for assessing primary school pupils, amongst which, tests on main subject content and tests for assessing competences applied to every-day real-life contexts.

FIRST CLASS PAGES: 200

SECOND CLASS PAGES: 226

ISBN 978-88-590-0887-3

ISBN 978-88-590-0784-5

€ 21,50

Each test is offered at three levels: basic test, facilitated test and simplified test, which are differentiated by a different icon on the test.

The three levels of test Each test, comprising a double page spread, is offered at three levels: basic test, facilitated test and simplified test, which are differentiated by a different icon on the test.

THIRD CLASS ITALIAN, HISTORY, GEOGRAPHY PAGES 256 ISBN 978-88-590-1066-1

€ 21,50

THIRD CLASS MATHS, SCIENCE PAGES 224

NOME

ITALIANO - GRAMMATICA

Preposizioni semplici e articolate

COME TI SENTI PRIMA DI INIZIARE? NOME

DATA

PREPOSIZIONI SEMPLICI E ARTICOLATE

COME TI SENTI PRIMA DI INIZIARE? NOME

DATA

SEGNA CON UNA X LA FRASE GIUSTA.

Scrivi le preposizioni semplici giuste.

Completa le frasi con la preposizione semplice giusta.

COME TI SENTI PRIMA DI INIZIARE?

DATA

✗

C’È UNA FARFALLA SU UN FIORE. C’È UNA FARFALLA CON UN FIORE.

ISBN 978-88-590-1096-8

€ 21,50

C’è una farfaalla _____ un fiore.

C’È UNA FARFALLA IN UN FIORE.

C’è una farfalla _____ i fiori.

su un fiore. C’è una farfalla _____

C’è una farfalla _____ i fiori.

C’È UNA FARFALLA TRA I FIORI.

C’È UNA FARFALLA PER OGNI FIORE. C’È UNA FARFALLA SU UN FIORE.

Classe

AR TA QUscu ola

Ivan Sciapeconi e Eva Pigliapoco

a primari

ENZE MATEMATICA • SCI

VERIFICHE PERSONALIZZATE Nelle versioni base, facilitata e semplificata

C’è una farfalla ____ un fiore.

C’è una farfalla ____ogni fiore.

di + la = ______________

______ + il = al

di + _______ = degli

a + le = _______________

______ + lo = allo

su + _______ = sulle

in + lo = ______________

______ + la = sulla

da + ________= dai

______ + gli = negli

a + _________= agli

di + i = ________________

FOURTH CLASS ITALIAN, HISTORY, GEOGRAPHY PAGES 254 ISBN 978-88-590-1161-3

€ 21,50

C’è una farfalla ____ un fiore.

Addizioni con parole! Come si formano le preposizioni articolate? Completa le «operazioni».

C’è una farfalla ____ ogni fiore.

C’È UNA FARFALLA IN UN FIORE. Completa le «operazioni» per ottenere le preposizioni articolate.

della di + la = ______________

______ + i = dei

a + le = _______________

______ + lo = allo

a + _______ = al

in + lo = ______________

______ + la = nella

in + ________ = negli

______ + gli = sugli

su + _________ = sullo

su + i = ________________

123

C’È UNA FARFALLA CON UN FIORE.

di + _______ = degli

COMPLETA LE OPERAZIONI.

DELLA DI + LA = ______________

A + LE = _______________

IN + LO = ______________

SU + I = ________________

125

BASIC TEST

FACILITATED TEST

SIMPLIFIED TEST

With all elements of complexity.

The complexity of the cognitive task is the same. Reminders or models to copy are provided.

The complexity of the cognitive task is reduced. Fewer items for each exercise are given.

FOURTH CLASS MATHS, SCIENCE PAGES 254

127

ISBN 978-88-590-1216-0

€ 21,50

ANALISI LOGICA: SOGGETTO, Here is an example of how the same exercise is given for the three levels PREDICATO ED ESPANSIONI ITALIANO - GRAMMATICA

Analisi logica: soggetto, predicato ed espansioni NOME

DATA

NOME

Riscrivi i sintagmi nelle caselle giuste.

Soggetto

Predicato

Espansione

___________________

Le scimmie ___________________

si arrampicano ___________________

sugli alberi ___________________

Soggetto

Predicato

Espansione

Soggetto

Predicato

Espansione

___________________

• Nel mare / vivono / i pesci.

___________________

ISBN 978-88-590-1305-1

€ 21,50

ISBN 978-88-590-1306-8

€ 21,50

___________________

BASIC TEST

___________________

Predicato

SUGLI ALBERI.

NEL MARE

NUOTANO

I PESCI.

LE GIRAFFE

HANNO

IL COLLO LUNGO.

___________________

COLORA I PREDICATI.

___________________

FACILITATED TEST

SIMPLIFIED TEST

• Il cane / di Sara / abbaia / agli altri cani.

Predicato

Espansione

Soggetto

Predicato

Espansione

___________________

The task is to match the pictures to the corresponding words.

Soggetto

Predicato

Espansione

___________________

The ﬁrst item of the test shows the pupil what kind of task it is.

Espansione

___________________

Soggetto

Predicato

Espansione

___________________

Soggetto

___________________

141

SCHOOL EDUCATION AND DIDACTICS | PERSONALIZED TESTS

Predicato

Espansione

___________________

DI SARA

ABBAIA.

The example remains and the test has fewer items.

• In primavera / le rondini / tornano.

• In primavera le rondini tornano.

Predicato

IL CANE

• Nella stalla / dormono / gli asinelli.

• Nella stalla dormono gli asinelli.

___________________

SI ARRAMPICANO

Espansione

Soggetto

Espansione

• Il cane di Sara abbaia agli altri cani.

Soggetto

LE SCIMMIE

• Le giraffe / hanno / il collo lungo.

• Le giraffe hanno il collo lungo.

FIFTH CLASS MATHS, SCIENCE PAGES 240

COLORA I SOGGETTI.

Espansione

Predicato

DATA

• Le scimmie / si arrampicano / sugli alberi.

Predicato

• Nel mare vivono i pesci.

FIFTH CLASS ITALIAN, HISTORY, GEOGRAPHY PAGES 280

NOME

DATA

Soggetto

COME TI SENTI PRIMA DI INIZIARE?

Riscrivi i sintagmi nelle caselle giuste.

• Le scimmie si arrampicano sugli alberi.

ITALIANO - GRAMMATICA

Analisi logica: soggetto, predicato ed espansioni

COME TI SENTI PRIMA DI INIZIARE?

143

IN PRIMAVERA

TORNANO

LE RONDINI.

NELLA STALLA

DORMONO

GLI ASINELLI.

145

6/ 10

PAGES: 350 ISBN 978-88-590-0645-9

€ 18,50

4/ 7

PAGES: 154

ISBN 978-88-590-1529-1

€ 23,00

Beatrice Pontalti, Francesco Zambotti

Beatrice Pontalti

FIRST MAPS Didactic laboratory for building mind maps and diagrams

MAPS WORKSHOP Teaching activities with diagrams, mind maps and concept maps

A rich workshop based programme that aims to develop logical visual strategies, train certain significant mental operations and enable pupils to independently build their ﬁrst mind maps. Pupils will learn how to understand and be able to use the building blocks of maps with ease, until they can produce and eﬀectively use cognitive diagrams and maps which become gradually more articulated. The book also contains an Appendix with material which can be cut out and used in class.

Maps workshop, an ideal follow-on from First maps, offers for primary years four and five a complete, organised programme for teaching pupils how to create and use mind maps and concept maps in a collaborative, inclusive workshop setting. Following a gradual progression, the book presents 4 teaching methods (class work, cooperative group work, pair work and individual work) for applying maps to the study of specific subjects.

8/ 10

PAGES: 214 ISBN 978-88-590-0968-9

€ 19,50

Spanish language worldwide

Bruno Rebuttini, Patrizia Gaudiano

Agata Maltese, Lidia Scifo and Annamaria Pepi

READING AND COMPREHENSION WITH IMAGES Recovery programmes and support for primary school

MAKING INFERENCES Stories and activities for improving text comprehension

For some children, reading and comprehending a written text full of notions, narrations and descriptions, can constitute an insurmountable obstacle, often caused by a deﬁcient in the visuo-perceptual ﬁeld. The goal of the programme presented in the book is to favor the reading-writing learning processes through the decoding and interpretation of images, which facilitates the construction of coherent mental representations, supporting attention span and the working memory. The training is articulated in three sections of increasing difficulty, which can be completed separately, each one consisting of 15 worksheets.

8/ 11

PAGES: 250 ISBN 978-88-590-1782-0

€ 21,50

Anna La Prova

Antonella D’Amico and Martina Enea

COOPERATIVE LEARNING IN PRACTICE Practical suggestions for group activities in class

8/ 13

PAGES: 172 ISBN 978-88-590-0779-1

€ 20,00

Spanish language worldwide

Cooperative learning is a teaching/learning method based on group activities and structured according to precise principles, which has proven to be hugely successful both in promoting school learning and the development of civil society skills, and in stimulating diﬀerent types of intelligence and diﬀerent learning styles. It therefore represents a highly appropriate solution to the necessity to encourage integral personal development and to create an inclusive environment. In fact, each member of the group, with his or her unique and special characteristics, can contribute to the learning of all and that everyone can become a resource for the others.

The ability to make inferences is a crucial aspect for the comprehension of texts, through which the reader anticipates details not explicitly expressed and builds a mental representation of the content. This volume stems from the need for an instrument to strengthen inferential processes through targeted training, to ensure that children who experience diﬃculties in understanding become more and more skilled in the correct interpretation of a story. The book contains 18 stories, in order of increasing diﬃculty, proposed in three modes of administration: cohesive text with illustrations and title, ambiguous text with illustrations and title, ambiguous text without illustrations and title.

METAMEMORY Group activities to strengthen the working memory and learning strategies

6/ 13

PAGES: 120 + COLOURFUL ATTACHMENTS ISBN 978-88-590-1818-6

€ 23,00

Memory takes an indisputable part in the learning processes, allowing us to assimilate, retain, and recall that which we have learned through experiences and organize new information and knowledge. Metamemory represents an eﬀective and captivating proposal for strengthening the diﬀerent components of the memory (verbal, visuospatial, auditory, tactile, olfactory, gustatory, working memory), with a series of activities to do in an individual or group setting, questionnaires and metacognitive questions. Completing the volume are audio resources, more than 40 colour illustrated activity sheets and a board game for working on memory skills in the context of play.

SCHOOL EDUCATION AND DIDACTICS | TEACHING METHODOLOGIES

Elisa Quintarelli

Text comprehension with temporal sequencing Vol. 1 – Stories and activities for children aged 6 to 8 Vol. 2 – New games and activities for naming and verbal comprehension Understanding a text is a complex process that involves multiple skills, including: linguistic competence, attention capacity, working memory, spatial, sequential and temporal organisation. The aim of these books is to strengthen these aspects, especially helping children who have diﬃculty knowing how to place situations and events in a logical and sequential order. Both volumes can be used as a workbook by primary school teachers and parents, or as a rehabilitation tool by support teachers, speech therapists and educators who work on the recovery of comprehension diﬃculties and oral and written expression. Carlo Scataglini

PAGES: 186 ISBN 978-88-590-1163-7

€ 19,50

Summarising is a key activity at school because it enables you to actively re-process information so that you can understand and remember it better, and to develop a series of abilities which constitute the study method. Summarising is however a complex skill which must be taught by providing precise instructions and speciﬁc procedures. This book presents a methodological approach and a practical model for teaching pupils how to summarise expository subject texts easily and eﬀectively.

9/ 11

PAGES: 150 ISBN 978-88-590-1627-4

€ 19,50

PAGES: 228 ISBN 978-88-590-1395-2

€ 21,50

€ 22,50

10.000 COPIES SOLD VOLUME 2 PAGES: 250 ISBN 978-88-590-1863-6

€ 22,50

The Reciprocal Teaching (RT) method was created to teach pupils to reason over a text and to identify the main pieces of information it contains. Pupils will learn to work on diﬀerent kinds of texts, automatising the skills needed for studying any subject. The book is divided into two parts: the theory, which describes how Reciprocal Teaching works and the four techniques, and the practical material, which enables teachers to set up an authentic text comprehension workshop.

Gianna Friso, Anna Maria Re, Barbara Carretti, Giovanna Pietrobon

YOU BECOME A WRITER Methods and practical programmes for a class workshop on writing

8/ 13

ISBN 978-88-590-0927-6

UNDERSTANDING AND SUMMARISING TEXTS The Reciprocal Teaching method in primary schools

Jenny Poletti Riz

An innovative approach to teaching writing, told by a well-known teacher and blogger. The methodology is that of the Writing Workshop conceived by the Teachers College of Columbia University and founded on decades of experimentation and research. A new learning environment where students improve their competence in writing through constant practice, with deﬁned tools and routines. The book explains in detail how to conduct the workshop in class, which is divided into several sessions. Full of ideas, tips and practical material, which can also be downloaded, the book targets primary school teachers (years four and ﬁve) and lower secondary school teachers.

VOLUME 1 PAGES: 250

Antonio Calvani, Flavia Fornili and Maria Teresa Serafini

STUDYING WITH SUMMARIES Operating model to learn how to summarize History, Geography and Science expositive texts.

8/ 13

6/ 8

WORKSHOP FOR PRODUCING WRITTEN TEXT Metacognitive activities for secondary school 10/ 11

PAGES: 134

ISBN 978-88-590-1592-5

€ 21,50

A good part of a student’s success in school depends on being able to write an understandable and efficient text in a fluid manner, which is a complex skill. The programme presented in this volume provides suggestions and guiding instructions, encouraging students to take a committed and intentional attitude towards writing. The course presents the student with indications on the strategies to be implemented, through activities that stimulate an authentic interest in writing. The proposals combine individual and group activities, at various levels of facilitation and difficulty.

SCHOOL EDUCATION AND DIDACTICS | TEACHING METHODOLOGIES

The Montessori method «A way to go along with the children, to offer them the world of knowledge» - Maria Montessori

Battista Quinto Borghi

MONTESSORI MEETS… Pedagogical weaving of the Montessorian school and non-traditional teaching È presidente della Fondazione Montessori Italia. Condivide con Paola Molina la direzione della collana «Il nido d’infanzia» delle Edizioni Erickson. È docente presso la Libera Università di Bolzano. Ha alle spalle una lunga esperienza di formazione e ha pubblicato diversi volumi oltre a numerosi saggi e contributi in riviste. Attualmente è il responsabile pedagogico dei servizi per l’infanzia della Cooperativa Città Futura di Trento. È anche referente pedagogico per la Cooperativa Orsa di Milano.

Nasce il primo dizionario montessoriano: una guida pronta all’uso sui principi, le pratiche e i materiali del più famoso metodo educativo al mondo. In questo libro Battista Quinto Borghi, presidente della Fondazione Montessori Italia, ci guida nell’universo di Maria Montessori, spiegando con chiarezza i concetti fondamentali della sua pedagogia.

BATTISTA QUINTO BORGHI

dalla A alla Z Montessori dalla A alla Z

Sonia Coluccelli

Borghi

In a Montessori school, students move freely in the environment and manage their own space and time, without the adult choosing for them. Being in a scholastic reality that shows total conﬁdence in the students’ possibilities enables children to learn with serenity, without the urgency of reaching every goal immediately, and without the anxiety of the time constraints and rhythms that the adult world imposes upon them. The atmosphere that reigns in a Montessori school is one of great calm and serenity. Everyone follows their own path of development and deepening of knowledge avoids both the leveling of the class and competitiveness among children.

Lessico della pedagogia di Maria Montessori

€ 16,50

What if Maria Montessori had lived through the decades between her death and today? She would have most likely met don Milani, Mario Lodi, Rodari, Bortolato, Malaguzzi, Rosenberg, Forest Pedagogy, Cooperative learning, Diffused education and Schools Without Bags. And vice versa, how many of these experiences would not be what they are today without Maria Montessori? This book presents a pedagogical dictionary of encounters and key themes. These are encounters that Montessori never actually personally experienced but that we can try to imagine, transforming them not only into educational and teaching reﬂections but also into everyday practice.

In collaborazione con

www.erickson.it

PAGES: 160 ISBN 978-88-590-1642-7

€ 19,50

PAGES: 180 ISBN 978-88-590-1738-7

€ 20,00

PAGES: 300 ISBN 978-88-590-1926-8

€ 16,50

Battista Quinto Borghi

Il modello pedagogico montessoriano è stato, negli ultimi anni, quello che in assoluto ha ricevuto più seguito, diffusione e riconoscimenti, non solo in Italia ma in tutto il mondo, fino al punto di diventare un vero e proprio «Metodo» applicato in un numero crescente di scuole. Il pensiero della Montessori è però un pensiero complesso, e non è sempre facile orientarsi nel corpus delle sue numerosissime opere — così come nel labirinto delle centinaia di pubblicazioni su di lei. Dopo un lungo lavoro di studio filologico, analisi e selezione delle fonti, Battista Quinto Borghi, presidente della Fondazione Montessori Italia, colma una grande lacuna nella letteratura pedagogica, scrivendo il primo dizionario del lessico montessoriano. Diviso per voci, adatto a una consultazione approfondita e sequenziale, oppure estemporanea e puntuale, il libro spiega in poche ed essenziali parole i concetti fondanti del Metodo Montessori: non solo i principi teorici a cui si ispira (apprendimento, creatività, disciplina, gioco, libertà, linguaggio, scrittura, vita pratica…), ma anche gli strumenti e i materiali che utilizza (alfabetario, campanelli, incastri, tavola pitagorica, scatola delle stoffe e dei rumori…). Un libro scritto e pensato per educatori, genitori, pedagogisti, ma anche per chiunque sia interessato a conoscere da vicino il pensiero della più famosa pedagogista italiana.

MONTESSORI FROM A TO Z Pedagogist Maria Montessori’s lexicon The ﬁrst dictionary of Montessori words, concepts and practices, which arises from a need for training educators and teachers (from nursery to primary school). An essential guide that reviews all the items of the Montessori method. A unique volume of its kind, in which Battista Quinto Borghi, president of the Montessori Italy Foundation, oﬀers an up-to-date collection of fundamental concepts for Montessori education. The consultation of the terms is quick and easy, thanks to the clear and essential structure of the pages. The language used, simple and without being too technical, allows anyone interested in the topic to consult the manual independently.

Andrea Lupi

Sonia Coluccelli and Silvia Pietrantonio

NURSERY SCHOOL WITH THE MONTESSORI METHOD Theoretical models and best practices for early childhood educators and professionals

THE MONTESSORI METHOD TODAY Reﬂections and paths for teaching and education

What is a Montessorian nursery school? What theoretical premises is the educational oﬀer based upon? These answers are not as predictable as one may think because in Maria Montessori’s time nursery schools had not yet been established. In this book the author traces the history of early childhood services, illustrates the cornerstones of the method and lastly reﬂects on the adaptation of these cornerstones to the contemporary context of early childhood care, in order to view the Montessorian inspired nursery school in a wider (both theoretical and practical) perspective of Italian nursery schools.

PAGES: 222 ISBN 978-88-590-1444-7

€ 19,50

Can Maria Montessori still be a useful guide for teachers, educators, and families? What does it mean to be faithful followers of the thoughts and practices of Maria Montessori today? The authors are convinced that the Montessori method can offer a fundamental compass, if used with the courage to welcome even the most difficult indications, and with the ability to integrate it by opening up to comparisons with other spokespersons of active pedagogy. A volume addressed to all educators, capable of triggering a reflection both in those who already work in Montessori contexts and in those who are approaching it for the first time.

SCHOOL EDUCATION AND DIDACTICS | THE MONTESSORI METHOD

Guides

The Guides

THE SERIES SUPPLIES TEACHERS WITH IMPORTANT BOOKS DEALING WITH SPECIAL EDUCATION NEEDS IN SCHOOLS «Erickson Guides», the outcome of the work of the greatest Italian experts in these ﬁelds, represent the most complete tools for intervention in schools.

Erickson Guides offer: •

the characteristics peculiar to the various disorders and their consequences at school;

• • •

strategies to deal with these disorders; assessment tools; didactic intervention.

ICF-CY BASIC OPERATING PROFILE AND INDIVIDUALIZED EDUCATIONAL PLAN (IEP) PAGES: 550 ISBN 978-88-590-1769-1 | € 27,50 MOTOR AND VISUO-SPATIAL DIFFICULTIES AT SCHOOL 368 COLOURFUL PAGES ISBN 978-88-590-1727-1 | € 18,50

DYSCALCULIA AND OTHER DIFFICULTIES IN ARITHMETIC AT SCHOOL 400 COLOURFUL PAGES ISBN 978-88-590-1102-6 | € 18,50

DYSLEXIA AND OTHER LD AT SCHOOL 338 COLOURFUL PAGES ISBN 978-88-590-0135-5 | € 18,50

DYSORTHOGRAPHY, DYSGRAPHIA AND OTHER WRITING DIFFICULTIES AT SCHOOL 408 COLOURFUL PAGES ISBN 978-88-590-1304-4 | € 18,50

FACILITATE AND SIMPLIFY TEXT BOOKS 352 COLOURFUL PAGES ISBN 978-88-590-1436-2 | € 18,50

EMOTIONAL DISORDERS AT SCHOOL 502 COLOURFUL PAGES ISBN 978-88-590-1453-9 | € 18,50

SEN AT SCHOOL 366 COLOURFUL PAGES ISBN 978-88-590-0805-7 | € 18,50

ADHD AT SCHOOL 364COLOURFUL PAGES ISBN 978-88-590-0136-2 | € 18,50

AUTISM AT SCHOOL 350 COLOURFUL PAGES ISBN 978-88-590-0335-9 | € 18,50

INTELLECTUAL DISABILITY AT SCHOOL 364 COLOURFUL PAGES ISBN 978-88-590-0474-5 | € 18,50

SENSORY DISABILITY AT SCHOOL 350 COLOURFUL PAGES ISBN 978-88-590-0961-0 | € 18,50

SCHOOL EDUCATION AND DIDACTICS | ERICKSON GUIDES

EACH GUIDE OFFERS A PROGRAMME IN 4 STAGES

1 KNOWING, OBSERVING, EVALUATING Clear and exhaustive definition of the disorder, diagnostic criteria, integration of children in class, the evaluation process

PLANNING AND PUTTING INTO ACTION Strategies and practical interventions to be enacted at school to deal effectively with teaching and educational special needs

REFLECTING ON AND UNDERSTANDING Consequences in the spheres of emotions, relationships, self-esteem and self-perception

JOINING FORCES AND SHARING Strategies to act synergically and involve school and family to improve the child’s well-being

IN EACH CHAPTER YOU CAN FIND… • A sequential time line which illustrates in which phase the practical indications given in the chapter are placed

Introductory knowledge framework

Assessment and early detection

MAPPA DEI CONTENUTI Di che cosa tratteremo in questo capitolo?

rISOrSA COMPAgNI

Promuovere conoscenza reciproca

gruppo classe – ambiente di apprendimento

Livello personale

Prosocialità

facilita

Livello interpersonale

Amicizia strutturando favorisce

comunicazione difficile

Livello sistematico

Models and theories of reference

A conceptual map that illustrates the main contents and the relationships between them

Apprendimento reciproco significativo

turoring tra pari

Apprendimento cooperativo

Learning Together (Johnson e Johnson)

didattica laboratoriale

didattica per competenze

favoriscono

Lavoro di coppia

meglio 4 alunni

– interdipendenza positiva – responsabilità individuale e di gruppo – interazione promozionale faccia a faccia – abilità sociali – valutazione individuale e di gruppo

Gruppo di livello eterogeneo

118 Sezione I – Attivare i processi di apprendimento

Alcune domande all’esperto...

Flavio Fogarolo Perché è importante parlare di competenze compensative e non solo di strumenti compensativi? Perché l’efficacia di questi strumenti dipende di gran lunga più da quello che i ragazzi sanno fare che dagli strumenti stessi. le competenze vanno costruite attraverso un processo formativo in cui gli insegnanti, e la scuola tutta, devono svolgere un ruolo attivo e non possono limitarsi a consentire che le tecnologie e gli strumenti compensativi siano semplicemente utilizzati dagli alunni con dsa. Il computer è uno strumento compensativo che funziona (nel senso che davvero serve a compensare il disturbo) solo se il nostro allievo lo sa usare bene, con piena sicurezza, sapendolo adattare con flessibilità alle proprie esigenze di studio. ossia se c’è vera competenza.

Sezione I – Attivare i processi di apprendimento

caPItolo 1

la rIsorsa coMPaGnI dI classe

Il caso di Marco Carlo Scataglini, Sofia Cramerotti e Dario Ianes

Un sostegno inteso come copertura Marco è uno studente con disabilità grave e con disturbi del comportamento, che frequenta il secondo anno della scuola secondaria di primo grado. in considerazione della gravità del caso e soprattutto dei problemi di gestione dei suoi comportamenti, che risultano notevolmente «disturbanti» per il normale svolgimento delle attività didattiche in classe, la scuola ha deciso di assegnargli 18 ore di sostegno (tra quelle messe a disposizione complessivamente dall’ufficio Scolastico Provinciale) svolte da un unico insegnante specializzato, mentre il Comune ha nominato per lui un assistente per altre 12 ore. in pratica, l’orario di presenza a scuola di Marco (30 ore settimanali) risulta interamente «coperto» dal sostegno e dall’assistenza forniti da queste due figure. la maggior parte delle attività dello studente viene svolta nell’aula per il sostegno insieme al docente specializzato, mentre le ore di assistenza vengono effettuate in un laboratorio per l’autonomia e l’operatività, nel quale sono presenti anche altri studenti con disabilità, i relativi assistenti e almeno un docente di sostegno. Marco, nella sua classe, partecipa alla ricreazione e, frequentemente, assiste alle ore di educazione fisica in palestra.

comportamenti complessi Aiuto reciproco

Characteristics of SLD

Interviews with experts on the most debated and current aspects of the disorders

Cosa intendiamo quando parliamo di didattica compensativa? Parliamo di «didattica compensativa» per indicare come questo tipo di approccio debba andare oltre il semplice impiego personale di strumenti e strategie, per coinvolgere globalmente l’attività di insegnamento, in un ambiente educativo che tenga conto delle difficoltà di ciascuno e si organizzi in modo da agevolare i diversi stili di apprendimento personali. compito dell’insegnante è certamente anche quello di promuovere un efficace metodo di studio e di lavoro, che tenga conto delle oggettive difficoltà dell’alunno con dsa per individuare, assieme a lui e ai genitori, delle soluzioni operative — e compensative — il più possibile efficaci (figura 2.8). ossia di promuovere le «competenze compensative». Cosa sono le strategie compensative? Possiamo chiamare «strategie compensative» l’insieme di procedimenti, espedienti, stili di lavoro o apprendimento in grado di ridurre, se non superare, i limiti della disabilità o del disturbo. alcune sono elaborate autonomamente dall’alunno, spesso per tentativi ed errori, altre possono essere proposte o suggerite

102 Sezione I – Attivare i processi di apprendimento

con banchi a isola per favorire le modalità cooperative di lavoro in piccolo gruppo e la modalità di disposizione dei banchi a ferro di cavallo per potenziare le modalità interattive e dialogiche di lezione. Di seguito invece proponiamo due allestimenti d’aula riferiti a specifici progetti didattici e pedagogici, che mettono al centro l’alunno e la classe come comunità di apprendimento, protagonista del processo di ricerca e scoperta nell’intero processo di apprendimento: l’aula prevista nel progetto nazionale «A scuola senza zaino» e l’aula allestita come «Centro di apprendimento», che fa specifico riferimento alla teoria delle intelligenze multiple di Gardner.

approfondimento: L’AULA DEL PrOgETTO «A SCUOLA SENzA zAINO»

Work on emotionalmotivational aspects

Planning and intervention

Presentation of case examples, through short descriptions, portraying children in their daily typical situations

Sezione I – Attivare i processi di apprendimento

L’ambiente accogliente in classe

Come allestire spazi di apprendimento accoglienti?

Quali attività favoriscono la coesione del gruppo classe?

Questions and key points alongside each paragraph to tell the reader what it is talked about

L’apprendimento collaborativo tra i compagni di classe Anna Carletti e Andrea Varani; Dario Ianes e Vanessa Macchia

Cosa si intende per interdipendenza funzionale e affettivorelazionale?

In-depths explanations of meaningful concepts and terms

Perché un insieme di persone diventi un gruppo occorre che condivida un obiettivo o una finalità e agisca in modo coordinato per il suo raggiungimento. L’azione organizzata dei suoi membri determina un’interdipendenza sul piano funzionale, e le relazioni che inevitabilmente si innescano attivano un’interdipendenza anche di tipo affettivo-relazionale. Ciò rende il gruppo un insieme dinamico che non corrisponde, per quantità e qualità, alla somma

Sezione I – Attivare i processi di apprendimento

In sintesi ✔

Il senso di essere un gruppo nasce quando i membri che lo costituiscono scelgono di stabilire relazioni personali e dirette e si impegnano a mirare al benessere e all’autorealizzazione di ciascun componente. Il compito di educatori e insegnanti è quello di coltivare la rete di relazioni personali e di continuare a ricostruirla, a ravvivarla e ripararla se si rompe.

✔

Per valorizzare il gruppo classe l’insegnante deve tener conto del livello personale, interpersonale e sistemico.

✔

Per far diventare la classe una vera comunità è necessario l’uso di strategie di sostegno alla prosocialità a livello globale di scuola, a livello di classe, con azioni come gruppi di apprendimento cooperativo e tutoring, a livello dei singoli alunni, con aiuto formale e informale tra loro, e a livello di comunità extrascolastica.

✔

Per facilitare l’accettazione e le interazioni sociali con gli alunni con disabilità è importante che i compagni imparino almeno in parte le loro modalità di comunicazione e a interpretarne i comportamenti.

✔

Il tutoring migliora i risultati ottenuti sia dal tutor che dal tutee nella materia prescelta: il tutor rivede, consolida e assimila meglio, il tutee ha un apprendimento più personalizzato, riceve un feedback regolare sui propri sforzi ed è soggetto a un attento monitoraggio.

✔

l’apprendimento cooperativo è un metodo di insegnamento/apprendimento che utilizza i piccoli gruppi, grazie ai quali è possibile apprendere e migliorare le relazioni sociali.

✔

l’approccio Learning together si fonda su cinque principi: l’interdipendenza positiva, la responsabilità individuale e di gruppo, l’interazione promozionale faccia a faccia, le abilità sociali e la valutazione individuale e di gruppo.

✔

la dimensione ideale dei gruppi cooperativi è di quattro alunni. I gruppi possono essere omogenei, eterogenei o casuali, ma il più funzionale all’inclusione è il tipo eterogeneo.

✔

nei gruppi cooperativi i ruoli dovrebbero corrispondere a funzioni che favoriscano la gestione e il funzionamento del gruppo, che lo stimolino e che promuovano l’apprendimento degli studenti.

✔

Vi sono tre principali modalità con cui si può organizzare un contesto di apprendimento in gruppi cooperativi: attività di creazione di clima di classe, attività cooperative semplici, attività cooperative complesse. a queste si aggiunge una modalità definita di «confine».

✔

l’attuazione di una didattica laboratoriale consente di attenuare la centralità della classe e di conferire rilevanza primaria alla persona di ogni alunno.

✔

Il docente nel laboratorio non è più colui che somministra conoscenze e comunica alla classe informazioni e soluzioni in posizione asimmetrica, ma diventa il regista dell’azione educativo-didattica.

Marco Orsi

Il clima che si respira nella classe, le relazioni che vi si instaurano, i modi di lavorare da soli, tutti insieme, in piccoli gruppi, a coppie, i materiali e gli strumenti che vengono impiegati, gli arredi e la loro disposizione possono dare la misura di un ambiente formativo ispirato alla comunità di ricerca, ai valori della responsabilità e dell’ospitalità. L’insegnante ha un ruolo di organizzatore della «ricerca» e di facilitatore del lavoro di tutti. L’aula viene così a essere rappresentata come luogo di riferimento identitario, la «casa base» nella quale il singolo alunno e il gruppo degli allievi trovano un riferimento costante, un punto d’appoggio, un ambiente personalizzato dal quale poi è possibile partire per aprirsi agli incontri e alle occasioni esterne all’aula ed esterne alla scuola. La figura 2.2 indica una modalità, non l’unica, di organizzare l’aula nel progetto «A scuola senza zaino», che rende possibile l’intreccio tra spazio politopo e tempo policronico. L’area 1 è l’area tavoli per il lavoro individuale, a coppie o a gruppi. L’area 2 è la zona del forum per i momenti nel grande gruppo; qui le attività possono essere: la presa di decisione, le spiegazioni, le piccole conferenze, i racconti, le discussioni guidate. Il forum è costituito da 3 panche disposte a ferro di cavallo e da un tappeto anallergico che può essere utilizzato per la lettura e per altre attività individuali o di gruppo. Le aree contrassegnate dal numero 3 sono costituite da mini-laboratori che possono essere dedicati, ad esempio, alle arti grafiche e pittoriche, alle discipline scientifiche, alla lingua, ecc. L’area 4, che chiamiamo dei cervelli elettronici, prevede due computer che vengono utilizzati con software didattici e collegamento a internet e quindi impiegati come strumenti per l’approfondimento delle varie discipline (italiano, storia, matematica, ecc.). L’area 5 invece è il tavolo dell’insegnante (non una cattedra), dove è previsto che il docente possa lavorare con un massimo di 2-3 allievi in un affiancamento personalizzato. Gli armadi a giorno (6) sono attrezzati con materiale didattico, il più svariato possibile, congruente con le attività didattiche della classe. Il materiale è riposto in modo che sia facilmente accessibile.

Un’altra cosa che possono fare gli insegnanti è creare un ambiente che non solo dimostri l’importanza dell’amicizia, ma che faccia sentire gli alunni a loro agio con i compagni. A tal fine si possono disporre gli arredi della classe in modo da promuovere le interazioni sociali, e cambiare periodicamente la sistemazione dei banchi cosicché gli alunni abbiano l’opportunità di sedere vicino a compagni diversi. Altri modi per promuovere le interazioni sociali consistono nel decorare la classe con cartelloni sull’amicizia, nel far lavorare i ragazzi in gruppi e predisporre il materiale e le attività in modo tale che tutti vi possano partecipare. Un clima amichevole in classe si può ottenere anche fornendola di materiali e giochi adatti all’età degli alunni che la frequentano, che li aiuteranno a sviluppare delle abilità di gioco che promuovono le interazioni sociali. Un ambiente piacevole a scuola può essere promosso attraverso attività di gruppo che favoriscono il senso di coesione della classe. Queste attività facilitano l’instaurarsi di nuove amicizie e promuovono l’accettazione, in quanto creano un’identità forte di classe che riconosce le somiglianze tra gli alunni così come il particolare contributo individuale di ogni componente del gruppo. Ad esempio, gli alunni possono realizzare un libro della classe, un giornalino, un grande collage o un murale, che richiedano e riconoscano in modo chiaro il lavoro e la partecipazione di tutti. Altre attività utili per aiutare gli alunni a conoscersi meglio sono, ad esempio, i giochi con i nomi, le interviste tra i compagni (Chesser, 2000) e le «pagine gialle» della classe, in cui ogni alunno si presenta e illustra, con testi e immagini, qualcosa in cui è particolarmente bravo.

Building educational alliances

Final summary box of the main contents dealt with in the chapter

And still... • Profiles of the latest scientific research • Suggestions for class teaching • Examples activities and worksheets

SCHOOL EDUCATION AND DIDACTICS | ERICKSON GUIDES

PAGES: 190

ISBN 978-88-590-1560-4

€ 16,00

OPEN TEACHING AND INCLUSION Principles, methodologies and tools for primary and secondary school teachers

DIFFERENTIATED TEACHING FOR INCLUSION Methods, strategies and activities

Open teaching — teaching which is open to the initiatives and choices of pupils, which entrusts the teacher with the role of observer and guide — represents an important alternative and innovation. The book introduces the theoretical references and methodological principles of open teaching and sets out activities and practical strategies for applying it from an inclusive perspective in primary and secondary schools.

This book questions a crucial issue for schools of all levels: how to offer educational teaching programmes which are effective for all students, despite the increased heterogeneity of each school stage. By illustrating the theoretical foundations and taking cues from the most recent outcomes of scientific research, the author describes the methodology of differentiated teaching and provides ideas for example activities, adaptable to different settings.

PAGES: 130

ISBN 978-88-590-1264-1

€ 18,50

Spain

Maurizio Maglioni

Marco Orsi

LET’S TURN THE SCHOOL UPSIDEDOWN The ﬁve ﬂipped classroom levers for a new educational system

AT SCHOOL WITH NO RUCKSACK The global curriculum method for a school community

The ﬂipped classroom reverses the traditional method of learning, abolishing frontal lessons, transferring research and study time to the home and discussion and elaboration time to the classroom. In this book, numerous practical examples explain how to build a self-evaluation checklist, create useful homework and web quests, plan multi-level personalized lessons, carry out cooperative activities.

PAGES: 392 ISBN 978-88-590-1166-8

€ 19,00

192

Grazia Paladino and Chiara Spalatro

Il 3% della popolazione è rappresentato da persone con potenzialità intellettive fuori della norma, troppo spesso non riconosciute già da piccole. A scuola il loro «talento» diventa quasi sempre un problema: le attitudini straordinarie sono inscatolate nel sistema-classe che, il più delle volte, interpreta in maniera egualitaria le pari opportunità, anziché adeguare l’offerta didattica a ciascuno. Gli allievi ad alto potenziale intellettivo si annoiano alle ripetizioni, si demotivano davanti a prove per loro troppo facili. Spesso si agitano, disturbano, o si distraggono. Per queste reazioni si sospetta abbiano disturbi di apprendimento o di personalità. Così il percorso scolastico non li aiuta a sviluppare doti che sarebbero preziose per la società. Questo libro è una chiave d’accesso alla superdotazione intellettiva, per genitori, insegnanti, adulti/ex-bambini non valorizzati. Come riconoscere e non mortificare l’iperdotazione intellettiva, il pensiero intuitivo, il pensiero creativo, i doni artistici? Il testo contiene indicazioni per attività pratiche di approfondimento e di arricchimento, che permettano agli insegnanti di dare pari opportunità di formazione agli allievi ad alto potenziale intellettivo.

FLIPPED CLASSROOM Flipped classroom projects for lower secondary school

Federica Mormando Psichiatra e psicoterapeuta di formazione adleriana, ha fondato la prima scuola italiana dedicata al talento dei bambini, oltre a Eurotalent Italia (partecipando alla commissione Educazione e Cultura del Consiglio di Europa e alla Conferenza sui diritti dell’uomo di Oslo) e alla ONG Human Ingenium.

Flipped classroom is an innovative methodology which ﬂips the «classic» timings of teaching by moving the preliminary study of contents to the home (relying mainly on digital resources) in order to focus energy and time at school on the construction, re-elaboration and consolidation of knowledge. This approach enables real customisation of teaching, encouraging the inclusion of all pupils, allowing competence goals to be met and the correct use of digital tools and the Internet to be taught. The books illustrate the principles the method is based on with practical suggestions and tips (e.g. how to make or choose an effective educational video, how to manage an online platform etc.) and it presents 9 ﬂipped classroom projects for lower secondary school on Maths and Science, and on Italian, History and Geography.

Mormando Coduri

€ 18,50

Luigi D’Alonzo

Altissimo potenziale intellettivo

PAGES: 260 ISBN 978-88-590-1226-9

Heidrun Demo

Federica Mormando

chita one arric rabili Edizi ti non misu tivo, talen con i iero intui ivo, (pens ero creat pensi artistici) doni

Altissimo potenziale intellettivo Strategie didattico-educative e percorsi di sviluppo dall’infanzia all’età adulta

The «school without a rucksack», a project which is engaging 11 institutes in Tuscany, aims to create a research community, encouraging pupil responsibility and the acquisition of competences. Every aspect is redesigned with the global curriculum method, for which worksheets and practical tools for class management and activity planning are provided. An innovation in this book is that it combines a pedagogical approach with an organisational one. Federica Mormando

HIGH INTELLECTUAL POTENTIAL Didactic-educational strategies and development programmes from childhood to adulthood

€ 19,50

11/ 13

MATHEMATICS AND SCIENCE PAGES: 180

ISBN 978-88-590-1634-2

€ 20,00

ITALIAN, HISTORY AND GEOGRAPHY PAGES: 218

ISBN 978-88-590-1817-9

€ 20,00

PAGES: 196

ISBN 978-88-590-2037-0

€ 19,50

3% of the population is represented by people with intellectual potential outside the norm, and too often not recognized at an early age. Students with high intellectual potential are bored by repetition. They become demotivated in front of tests that are too easy for them. They often shake, disturb, or get distracted. These reactions create the suspicion of learning or personality disorders. Thus the educational programme does not help them develop skills that would be valuable to society. This book is a key to accessing intellectual giftedness, for parents, teachers, non-valued adults/former children. How can one recognize and not mortify high-intellects and their intuitive thinking, creative thinking, artistic gifts? The text contains indications for practical in-depth and enrichment activities, which allow teachers to give equal learning opportunities to students with high intellectual potential.

SCHOOL EDUCATION AND DIDACTICS | INNOVATIVE AND INCLUSIVE DIDACTICS

Learning and language diﬃculties �4 �5 ��

COMPENSATORY TOOLS AND SLD DYSCALCULIA AND DYSLEXIA SPEECH THERAPY AND LANGUAGE

SEZIONE# | #SEZIONE2

ALFA READER 3 Aid for easy reading

8/ 19

KIT (BOOK + USB FLASH DRIVE) + 3 NEW SYNTHESIZER VOICES «VOCALIZER» ISBN 978-88-590-0096-9

€ 159,00

Supervision, materials and texts by Flavio Fogarolo and Carlo Scataglini

HYPERMAPS 2 Building maps for individual study and classroom teaching

The best technological solution to effectively compensate reading and writing difficulties. Alfa Reader 3 is the only software that includes in just one solution: - A voice player - An exclusive pdf environment - A work tool that can be customized. Alfa reader 3 is one of the compensatory instruments used by the pupils with Specific Learning Disorders, both at home and at school during tests, for all levels of education. A teaching guide, written by Flavio Fogarolo, is provided with the software, which analyzes the potential of the synthesizer voice as a mean for compensating for reading and writing problems, in order to promote their independence and effectiveness of everyone’s study method. The guide also provides a variety of methodological indications and didactic suggestions to help you make the best use of the potential of Alfa reader 3.

6/ 19

KIT (BOOK + SET-UP CD-ROM) ISBN 978-88-590-0258-1

€ 79,00

See also

This software is available in the FRENCH VERSION ISBN 978-88-6137-636-6 GERMAN VERSION ISBN 978-88-6137-638-0 SPANISH VERSION ISBN 978-88-6137-637-3

Typing fast

Ciro Ruggerini, Sumire Manzotti, Omar Daolio, Giovanna Lami

Federica Brembati, Roberta Donini

on www.erickson.international

SLD AND HOMEWORK Strategies for making studying and doing homework eﬀective

SCHOOL WELL-BEING IN STUDENTS WITH SLD Positive development factors for constructing adulthood PAGES: 326 ISBN 978-88-590-1243-6

€ 18,00

Hypermaps 2 is a powerful system of graphic representation and digital visualisation of knowledge, through the building of multimedia maps, generated starting from digital content, digital books PDF or RTF documents. With Hypermaps 2 the student will be able to build: • maps for individual study; • diagrams for fixing the key concepts of a text; • tables for simplifying and adapting didactic contents. Hypermaps 2 is also a tool for building multimedia lessons and to experience inclusive and collaborative learning in the classroom through the use of IWB.

School well-being is an extremely relevant component in children life. This is what has emerged from the studies described in this book. This book was conceived as a tool for the popularisation of a shared culture regarding speciﬁc learning disorders.

10/ 19

PAGES: 158 ISBN 978-88-590-0320-5

€ 20,00

ifficoltà a comprendere i concetti temporali, a stimare la durata di un’azione e a collocare gli eventi nella corretta successione sono frequenti negli alunni con BES. Per evitare le conseguenze negative di un’insoddisfacente elaborazione temporale, ma anche per migliorare le capacità di rappresentazione e gestione del tempo in situazioni di sviluppo regolare, il volume propone un programma di potenziamento in due parti. La prima parte, organizzata in 9 «incontri», contiene semplici e divertenti attività su: • Il concetto di tempo • La stima del tempo: durate brevi, medie o lunghe? • La sequenzialità: prima, durante e dopo • Le unità di misura: che ora è? • I giorni della settimana • I mesi dell’anno e le stagioni • Il calendario e le date importanti • Organizzare la giornata • Organizzare la settimana.

EFFECTIVE STUDY FOR STUDENTS WITH LEARNING DISABILITIES A method in ten sessions

La seconda parte del libro presenta esercizi per favorire l’acquisizione delle competenze legate al tempo in base agli obiettivi specifici per la scuola primaria previsti dalle Indicazioni nazionali, nelle materie di italiano, storia, matematica, scienze, fisica, musica e educazione fisica. Nell’Appendice vengono forniti tre questionari a uso dei bambini, dei genitori e degli insegnanti per la valutazione delle competenze prima e dopo il programma, mentre dalle Risorse online si possono scaricare ulteriori materiali didattici.

RSE RISO

E ONLIN

Agnese Capodieci e Ilaria Cester

COMPRENDERE E GESTIRE IL TEMPO Potenziare le competenze degli alunni con BES nella scuola primaria Con la supervisione scientifica di Cesare Cornoldi

COMPRENDERE E GESTIRE IL TEMPO

Cesare Cornoldi, Gianna Friso, Valeria Amadio, Angela Paiano, Maria Rosaria Russo

Capodieci e Cester

Ukraine

The text sets itself the arduous goal of helping teachers ﬁnd the right methods for preparing and tutoring children with dyslexia and other speciﬁc learning disabilities in doing homework. The aim of the programme is to provide teachers and parents with the techniques and tools necessary for setting students homework in order to create a gradual learning process. Agnese Capodieci and Ilaria Cester

UNDERSTANDING AND MANAGING TIME Strengthening the skills of pupils with SEN in primary school

Materiali a colori e soluzioni

€ 21,50

11/ 19

PAGES: 320 ISBN 978-88-6137-970-1

€ 21,00

The aim of this book is to teach students how to develop the skills that they need to compensate the diﬃculties created by the learning disabilities. The course is articulated in ten sessions that aim at developing speciﬁc skills: time control, note taking, reviewing, test taking strategies, anxiety management.

6/ 11

PAGES: 200 ISBN 978-88-590-1913-8

€ 21,50

Diﬃculties in understanding temporal concepts, estimating the duration of an activity and in placing events in the correct order are common in pupils with SEN. To avoid the negative consequences of unsatisfactory time processing, and improve the capacity for representing and managing time in regular situations, this volume proposes a two-part strengthening programme.

LEARNING AND LANGUAGE DIFFICULTIES | COMPENSATORY TOOLS AND SLD

Dyscalculia Itala Riccardi Ripamonti

MULTIPLICATION TABLES AND ARITHMETICAL DIFFICULTIES Activities aimed at prevention and treatment

4/ 10

BOOK+ GAME

6/ 10

ISBN 978-88-6137-741-7

€ 45,00

PAGES: 64 + CARDS

Itala Riccardi Ripamonti, Claudio Ripamonti (Crip)

ISBN 978-88-590-0523-0

Prevention and treatment of dyscalculia

€ 21,00

Learning times tables poses speciﬁc diﬃculty in nearly all cases of SLDs, even when dyscalculia is absent. The activities proposed enable rapid recall, from memory of times tables results and the implementation of strategies for reaching the results.

A. Biancardi, E. Mariani, M. Pieretti

Activities and resources for therapists, teachers and parents A program of recreational activities which aim to help children learn the concept of quantity and to improve calculation through a wide-range of specific exercises. After an analysis of the difficulties related to acquiring numerical and calculation skills on a diagnostic and rehabilitative level, a series of suggestions and instructions on how to use the material contained in the software follows, so that the adult helping the child is able to establish an optimal and effective teaching programme.

CALCULATION AND NUMBER DISORDERS Neuropsychological models, diagnosis and treatment

8/ 13

PAGES: 118

ISBN 978-88-590-1243-6

€ 20,00

This book considers some of the most complex aspects of developmental dyscalculia and of calculation diﬃculties, analysing the basis of the disorder, the most recent theories, diagnostic tools and evidence-based techniques for rehabilitation.

Dyslexia Rossella Grenci, Daniele Zanoni

8/ 16

Stories of extraordinary dyslexia

PAGES: 206 ISBN 978-88-590-0607-7

€ 15,00

15 famous dyslexics tell their stories This book draws together 15 stories of famous dyslexics, who have overcome or circumnavigated obstacles, achieving their dreams and desires. A book which will help children and teenagers understand that a diagnosis of dyslexia does not mean having to give up doing the things they like or not being able to become what they dream of.

PAGES: 200 ISBN 978-88-590-0600-8

€ 14,90

Ukraine

Gianluca Lo Presti

Rossella Grenci

OUR CHILD IS DYSLEXIC Self-help manual for parents of children with SLD

EAGLES ARE BORN TO FLY The creative genius of dyslexic children

The book aims to help parents: to recognise risk factors and symptoms; manage the delicate task of homework; prevent any secondary effects of the disorder on emotional, motivational and relational levels. Written for families, the book can also provide psychologists and teachers with practical suggestions.

8/ 16

PAGES: 222 ISBN 978-88-590-0807-1

€ 15,00

What do Leonardo da Vinci, Albert Einstein and George Clooney have in common? Their dyslexia and the tenacity they demonstrated in managing to overcome the diﬃculties related to this learning disorder. The volume oﬀers an original take on dyslexia and accompanies the reader in understanding this complex and extraordinary characteristic, from predictive signals to new methods of learning.

LEARNING AND LANGUAGE DIFFICULTIES | DYSCALCULIA AND DYSLEXIA

3/ 5

192 COLOURFUL PAGES + 28 COLOURFUL CARDS ISBN 978-88-590-1008-1

€ 22,00

Stefania Mei and Sara Vegini

FIRST STORIES NURSERY SCHOOL - VOLUME 1 Games and activities for verbal denomination and comprehension

FIRST STORIES NURSERY SCHOOL – VOLUME 2 New games and activities for naming and verbal comprehension

First stories contains 20 fun stories, with lively, colourful illustrations, which facilitate comprehension and encourage content recall for children aged between 2 and 5. The stories, which are written in upper case print, contain a series of easy ﬁnal activities for stimulating and training denomination, verbal comprehension, logical and semantic associations and time sequentiality. Further material related to the stories, which can be used to play games in small and large groups, as well as to consolidate the linguistic knowledge learnt, is contained in the accompanying booklet.

A follow-up to the first volume First Stories, this second volume proposes 20 new stories accompanied by lively illustrations. The stories, written in capital letters to encourage direct access to the text, are aimed at children aged 4 to 6 and can be enjoyed by parents and professionals either individually, in small groups or in the classroom. At the end of each story there are exercises aimed at practicing understanding, logical associations, temporal sequencing and the recognition of the initial or final syllable of the word. An attached file contains 20 scenes and 60 characters to cut out to invent new stories and play nice group games.

3/ 5

PAGES: 188 ISBN 978-88-590-1864-3

€ 22,00

Francesca Gallo and Chiara Ziglioli

Claudia Ronchetti, Daniela Di Donato, Flora Massaccesi and Daniela Guitarrini

FIRST PHRASES Activities and games for morphosyntactic and lexical development

3/ 5

PAGES: 276 + “PIRILLA’S DAY” STORY +“THE GOOSE’S GAME” POSTER ISBN 978-88-590-1645-8

€ 23,50

3/ 5

PAGES: 250 ISBN 978-88-590-0763-0

€ 21,00

A key stage in the linguistic development of a child is the reaching of good competences on a morphosyntactic level. This book contains worksheets of increasing diﬃculty aimed at elaborating phrases of the subject+verb and subject+verb+object kind. Plenty of fun activities for individuals or small groups allow children to internalise and generalise the competences practised. First phrases targets therapists, teachers and parents who need simple and eﬀective tools both for rehabilitation and for stimulating and developing morphosyntactic expression in children aged from 2 and a half years upwards.

FACILITATING TEXT COMPREHENSION WITH HELPCARDS Metacognitive development programmes for individual or pair-work 8/ 11

PAGES: 200

ISBN 978-88-590-1724-0

€ 23,50

The book proposes the use of 28 «help-cards» with which pupils tackle the practical exercises on texts, following simple self-teaching and guide strategies inspired by conceptual maps. The cards provided help, in particular, children with SEN to ask the right questions, to correctly apply meaning analysis procedures and to learn an eﬀective and mindful study method. The kit oﬀers teachers, educators and therapists several tools for planning and assessing activities.

Ana Merletti and Patrizia Corsi

Alessandra Zoccali

LANGUAGE DISORDERS AND PSYCHOMOTOR INTERVENTION Group games and activities for children aged 3 to 5

READING, LISTENING, UNDERSTANDING Rehabilitation programmes in speech therapy for children with diﬃculties in understanding written and spoken texts

This book aims to stimulate emerging skills in diﬀerent areas of development through integrated speech-therapy and psychomotor sessions with small groups of children. Photocopiable worksheets with hundreds of exercises and games are provided. Clear, detailed instructions and practical examples are also provided for each activity. The programme presented is eﬀective both for rehabilitative remediation for neuromotor and psychomotor therapists and speech therapists, and as a global stimulation tool for educators and teachers.

6/ 10

PAGES: 212 ISBN 978-88-590-1007-4

€ 21,50

This book offers activities which have been specifically designed to develop and consolidate abilities and strategies which support clear access to the meaning of a text. The various worksheets are structured in such a way that they can be used in different settings and contexts and they can be used for both reading and listening activities. The activities are designed for children who have difficulties in understanding written and spoken texts.

LEARNING AND LANGUAGE DIFFICULTIES | SPEECH THERAPY AND LANGUAGE

Speech therapy in childhood and adolescence

The series

A series for disseminating knowledge on interventions in developmental disorders using an evidence-based scientiﬁc approach. It targets speech therapists but in actual fact is of interest to all those who work in rehabilitation, due to its inter-disciplinary spirit and multiprofessional approach. L. Girolametto, L. Marotta and D. Onofrio

Luigi Marotta

GROW UP SPEAKING IN NURSERY SCHOOL

PAGES: 290 ISBN 978-88-590-1878-0

Speech therapist at the IRCSS Bambino Gesù Pediatric Hospital and member of the scientific committee for the Master of Childhood Neuropsychology at the LUMSSA University of Rome.

The volume is divided into two parts: the ﬁrst chapters frame the typical and atypical development of language. In the second part some clinical cases of children presenting a speech disorder of various natures are presented.

in collaboration with

€ 20,00

STRATEGIES AND OPERATION MANUALS

GUIDES

REHABILITATION PROGRAMMES – VISUO-COGNITIVE DISORDERS PAGES: 166 ISBN 978-88-590-1534-5 | € 21,00

CHILDHOOD DEAFNESS: NEW PERSPECTIVES FOR INTERVENTION PAGES: 192 ISBN 978-88-590-1639-7 | € 20,00

REHABILITATION PROGRAMMES – EXECUTIVE FUNCTIONS IN LANGUAGE DISORDERS PAGES: 254 ISBN 978-88-590-1338-9 | € 21,00

PARENT-COACHING FOR EARLY INTERVENTION ON LANGUAGE PAGES: 168 ISBN 978-88-590-1247-4 | € 20,00

REHABILITATION PROGRAMMES – SPELLING PAGES: 162 ISBN 978-88-590-1050-0 | € 21,00 REHABILITATION PROGRAMMES – MENTAL CALCULATIONS AND WRITTEN CALCULATIONS PAGES: 144 ISBN 978-88-590-1125-5 | € 21,00

LANGUAGE DISORDERS PAGES: 472 ISBN 978-88-590-0640-4 | € 20,00 STUTTERING PAGES: 434 ISBN 978-88-590-0977-1 | € 27,00 EXECUTIVE FUNCTIONS IN SLD PAGES: 190 ISBN 978-88-590-0284-0 | € 20,00

CLINICAL PROGRAMMES IN SPEECH THERAPY TEXT COMPREHENSION PAGES: 154 ISBN 978-88-590-0612-1 | € 21,00

COMMUNICATION DISORDERS PAGES: 370 ISBN 978-88-590-0697-8 | € 20,00

REHABILITATION PROGRAMMES – NUMBERS AND CALCULATIONS PAGES: 168 ISBN 978-88-590-0966-5 | € 21,00

SPEECH THERAPY INTERVENTIONS IN SLD – DYSLEXIA PAGES: 350 ISBN 978-88-590-0116-4 | € 20,00

RESEARCH PATHWAY-ACTION – THE SCREENING FOR PREREQUISITES PAGES: 187 ISBN 978-88-590-1433-1 | € 21,00

SPEECH THERAPY INTERVENTIONS IN SLD – WRITING PAGES: 374 ISBN 978-88-590-0326-7 | € 20,00 SPEECH THERAPY INTERVENTIONS IN SLD – DYSCALCULIA PAGES: 384 ISBN 978-88-590-0417-2 | € 20,00

LEARNING AND LANGUAGE DIFFICULTIES | SPEECH THERAPY AND LANGUAGE

Playtogether

The series

THE CARDS BY ITALA RICCARDI RIPAMONTI Itala R. Ripamonti A speech therapist and former Professor of Psychology and Psychopathology of Language. She founded the Centro Ripamonti Onlus.

Using cards, the Playtogether series oﬀers various activities, which can be used both in the educational and (re)habilitative spheres, and which stimulate diﬀerent abilities: • attention • shifting, in other words the ability to move from one task to another • initiating • executive control or inhibition, in • updating, in other words the ability to update working memory. other words the ability to inhibit

Arabic language

4/ 12

86 CARDS ISBN 978-88-590-1361-7

€ 16,50

The glass is empty

Itala Riccardi Ripamonti

SEQUENCES AND RELATIONSHIPS

SHAPES AND LOGIC

The Sequences and relationships cards are designed to: • stimulate temporal and logical skills; • develop the concept of cyclicity; • internalise awareness of the difference between state and action.

The Shapes and logic cards are designed to: • stimulate logical skills; • improve self-regulation; • develop executive functions.

2 DECKS OF 54 CARDS ISBN 978-88-590-1336-5

€ 16,50

You fill it

You drink it The glass (you empty it) is empty

5/ 12

It’s full

You drink it

You fill it

It’s full

Classify elements on the basis of their characteristics

(you empty it)

Itala Riccardi Ripamonti

COLOURS AND ASSOCIATIONS

SPACE AND POSITIONS

The game stimulates spirit of observation, memory, attention, the enriching and control of one’s vocabulary, logical and critical thinking skills and verbalisation, and generally improves linguistic comprehension and expression.

The activities encourage the learning of spatial concepts, push children towards abstraction and symbolism and explain the use of prepositions (e.g. over, under, near to, far from, in front of, behind).

100 CARDS

60 CARDS

ISBN 978-88-590-1500-0

ISBN 978-88-590-1499-7

€ 16,50

Behind In front of

Correct match!

Red is the colour that these two cards have in common.

LEARNING AND LANGUAGE DIFFICULTIES | SPEECH THERAPY AND LANGUAGE

Above

Under

ADHD

SEZIONE# | #SEZIONE2

ADHD ADHD Students in class: how to handle them? ADHD (Attention Deﬁcit Hyperactivity Disorder) is an evolutionary disorder of self-control, which manifests itself with diﬃculties in attention, concentration and impulse control. Often ADHD is an obstacle to achieving personal as well as school goals. So how can you help children with ADHD? Here are some suggestions for teachers: • During the lesson, it is important to address students with ADHD often and ask them to answer some questions. • Have many short breaks, especially during repetitive and boring work. • Instructions should be short and simple. It is necessary to assure that the student has understood the directions, asking him/her to repeat step-by-step what needs to be done. • It is very important to make sure students with ADHD understand what the consequences of their positive

• • • •

and negative behaviours are. Strengthen and reward positive behaviours more frequently than punishing negative ones Modify reinforcements, punishments and rules when these lose their eﬀectiveness. Establish simple goals to be achieved throughout the day or week. Regularly give feedback to ADHD students to help them understand how they are behaving and how they are working to achieve their goals.

Developing concentration and self-regulation Caponi et al., Sviluppare

la concentrazione

e l’autoregolazione,

Vol. 1, Trento, Erickson

ifico ambito di intere organizzazione del

e attività; ntrollo attentivo. VOLUME 3 Giochi e attività sul controllo della memoria di lavoro

◆ 71

Vol. 1, Trento, Erickson

Caponi et al., Sviluppare

VOLUME 1

VOLUME 2

VOLUME 3

Giochi e attività sul controllo attentivo

Giochi e attività sul controllo della risposta impulsiva

Giochi e attività sul controllo della memoria di lavoro

6 3 6

3 *

Trento, Erickson

Erickson – Vol. 2 ◆

3 6

e autocontrollo,

3 6 3 *

6 3 6 *

2 5

et al., Impulsività

Schede di esempio

concentrazione e l’autoregolazione, e l’autoregolazione Vol. 2, Trento,

5 *

2 5 2 5 2 *

1 4

Vol. 2, Trento, Erickson

Caponi et al.

Caponi et al. 3

5 2 5

1 4 *

1 4 1 4 *

1 4 1 4 1 4 1 4

et al., Sviluppare e l’autoregolazione la concentrazione – Vol.e l’autoregolazione, 2

la Sviluppare concentrazione la

• una introduzione teorica per meglio inquadrare i problemi legati alle carenze nelle abilità di autoregolazione; • una presentazione dei materiali e dello specifico ambito di intervento con un esempio di sperimentazione e organizzazione del programma; • una dettagliata guida per l’allestimento delle attività; • le unità operative con schede e giochi sul controllo della risposta impulsiva.

(8B)

bambola

8. Cane

9. Farfalla

10. Scarpa

11. Maglietta

12. Gabbia

13. Calciatore

14. Cow-boy

Ciascun volume presenta:

P R O V A MF-14 7. Bambina con

ERRORI COMMESSI

3 6 3 6 3 6 3 *

6 3 6

6 *

6. Tamburo

VOLUME 1

2 5 2 *

5 2 5 2 5 *

2 5 2 5

Giochi e

viluppare la concentrazione e l’autoregolazione propone una serie di attività e giochi per il potenziamento delle abilità attentive e di autoregolazione nei bambini in età prescolare e scolare, in un’ottica di prevenzione delle difficoltà di apprendimento. Il programma presentato nei tre volumi in cui si articola l’opera è stato ideato e verificato sperimentalmente nell’ambito delle proposte formative promosse dalla «Rete Ricerca Infanzia» di Treviso, in collaborazione con l’Università degli Studi di Padova e l’Ufficio attività sul controllo della risposta impulsiva Scolastico Provinciale di Treviso. Questo terzo volume presenta 24 unità per imparare a esercitare un controllo della memoria di lavoro; in particolare il bambino viene aiutato ad attivare meccanismi inibitori per assicurare l’esclusione delle informazioni irrilevanti dal magazzino di memoria e la loro soppressione in caso di ingresso, per ottimizzare le risorse attentive e aumentare la velocità dell’elaborazione dei dati.

UNITÀ 1

Filastrocca di MEMORINA PORTENTOSA

Scheda

Son Memorina Portentosa la memoria ho prodigiosa! Tante cose so imparare, e quel che voglio ricordare!

Sono fatta un poco strana. Ho uno schermo come testa e una valigia alla mia destra dove tengo, impacchettate tante cose che ho imparate.

Quando devo lavorare: la memoria so collegare. Sul mio schermo poi portare quel che devo ricordare. Poi trovo come fare se lo voglio imparare.

VOLUME 2

UNITÀ 6Il comando Ripassare!

alla fine devo dare. E provare a vedere… se bene ho imparato o qualcosa ho tralasciato.

Scheda

Vuoi saper la mia ricetta: quattro cose devi fare! Te le voglio ricordare: collegare, portare poi come fare e vedere.

La ricetta è strepitosa, la memoria è prodigiosa, non ti resta che provare, su non stare ad aspettare!

68 ◆

Caponi et al., Sviluppare

la concentrazione

e l’autoregolazione,

Vol. 3, Trento, Erickson

Ciascun volume presenta: • un’introduzione teorica per meglio inquadrare i problemi legati alle carenze nelle abilità di autoregolazione; • una presentazione dei materiali e dello specifico ambito di intervento con un esempio di sperimentazione e organizzazione del programma; • una dettagliata guida per l’allestimento delle attività; • le unità operative con schede e giochi sul controllo della memoria di lavoro. volume 1

volume 2

volume 3

Giochi e attività sul controllo attentivo

Giochi e attività sul controllo della risposta impulsiva

Giochi e attività sul controllo della memoria di lavoro

Caponi et al., Sviluppare

la concentrazione

e l’autoregolazione,

Vol. 3, Trento, Erickson

◆ 49

sviluppare la concentrazione e l’autoregolazione – volume 3

rare i problemi legati

e l’autoregolazione,

1 4 1 4 *

SSVILUPPARE LA CONCENTRAZIONE E L’AUTOREGOLAZIONE

al mare

la concentrazione

SCELTA EFFETTIVA

1 4 1 4 1 4 *

1 4

168

Beatrice Caponi, Luigi Clama, Anna Maria Re, Cesare Cornoldi e Gruppo docenti «Rete Ricerca Infanzia» di Treviso

Una giornata

Caponi et al., Sviluppare

DATA _____________________________

TEMPO DI RISPOSTA

SVILUPPARE LA CONCENTRAZIONE E L’AUTOREGOLAZIONE – VOLUME 2

P R O V A MF-14

___________________________________________________________________________________

SCHEDA

Vaso di fiori

Pacco

Coloro di rosso la strada che ho scelto.

A CASO.

76 ◆

SCHEDA DI REGISTRAZIONE NOME E COGNOME

1. Annaffiatoio

2. Gelato

3. Pinza

4. Martello

5. Vaso

Trento, Erickson

UN OGGETTO

TUTTI GLI UNO ALLA VOLTA. OGGETTI

viluppare la concentrazione e l’autoregolazione propone una serie di attività e giochi per il potenziamento delle abilità attentive e di autoregolazione nei bambini in età prescolare e scolare, in un’ottica di prevenzione delle difficoltà di apprendimento. Il programma presentato nei tre volumi in cui si articola l’opera è stato ideato e verificato sperimentalmente nell’ambito delle proposte formative promosse dalla «Rete Ricerca Infanzia» di Treviso, in collaborazione con l’Università degli Studi di Giochi e attività sul controllo attentivo Padova e l’Ufficio Scolastico Provinciale di Treviso. Questo secondo volume presenta 23 unità per imparare a esercitare un controllo sulle risposte impulsive; in particolare il bambino viene aiutato a inibire comportamenti affrettati, riflettendo prima di agire, soffermandosi sulla consegna o sulla situazione ed effettuando una scelta strategica per portare a termine l’attività.

e autocontrollo,

HO DETTO SUBITO

SVILUPPARE S LA CONCENTRAZIONE E L’AUTOREGOLAZIONE

et al., Impulsività

UNI TÀ 3 SCHEDA DI METACOGNIZIONE

Per scoprire l’oggetto mancante ho fatto così:

HO CONTROLLATO

HO CONTROLLATO GLI OGGETTI SOLO ALL’INIZIO.

Scheda

Beatrice Caponi, Luigi Clama, Anna Maria Re, Cesare Cornoldi e Gruppo docenti «Rete Ricerca Infanzia» di Treviso

UNITÀ 4

SVILUPPARE LA CONCENTRAZIONE E L’AUTOREGOLAZIONE – VOLUME 1

egolazione propone ziamento delle abilità ni in età prescolare e tà di apprendimento. i articola l’opera nell’ambito delle erca Infanzia» di gli Studi di eviso. viluppare bambino tenzione namente olo — o ompito.

Caponi et al.

200

Beatrice Caponi, Luigi Clama, Anna Maria Re, Cesare Cornoldi e Gruppo docenti «Rete Ricerca Infanzia» di Treviso

sviluppare la concentrazione e l’autoregolazione

4/ 10

FROM RESEARCHERS OF THE UNIVERSITY

OF PADUA

giochi e attività sul controllo della memoria di lavoro

volume 3

Teacher group «Childhood Research Network» of Treviso

€ 18,50

i materiali per l’inter dell’opera, vento comp strettamente rendono particolare tre sezion collegate il i, suddiv il secondo primo volume contie all’avvio di comu ise nei tre ni ha come volumi — della contenuto ne proposte relativ abilità di autoco risposta ntrollo; e il contro affrettata, in llo dell’im al controllo dell’a Ciascuna e il terzo ttenzione, sezione pulsività riguarda è corred e — più troduzione in gener al loro utilizz ata di una breve il controllo della ale memo presentazion o in sede didattica. e dei mater ria di lavoro. iali e di un’in-

VOLUME 1 GAMES AND ACTIVITIES FOR ATTENTION CONTROL

VOLUME 2 GAMES AND ACTIVITIES ON IMPLUSE RESPONSE

VOLUME 3 GAMES AND ACTIVITIES ON WORKING MEMORY

ISBN 978-88-6137-302-0

ISBN 978-88-6137-385-3

ISBN 978-88-6137-406-5

€ 18,50

ADHD

Volume 1

GIOCHI E AT TIVITÀ SUL CONTROLLO AT TENTIVO

Volume 2

GIOCHI E AT TIVITÀ SUL CONTROLLO RISPOS TA IMPUL DELLA SIVA

€ 18,50

The first psychological programme for ADHD, Developing Concentration and Self-Regulation proposes a series of activities and games for the enhancement of attention and self-regulation skills in preschool and school children, with the aim of preventing learning difficulties. The programme proposed in the three volumes in which the work is structured has been designed and tested experimentally in the framework of the training proposals promoted by the “Children’s Research Network” of Treviso, in collaboration with the University of Padua and the Provincial School Office of Treviso. • The first book is composed of 23 units focused on developing good attention control. • The second volume contains 23 units to learn how to exercise control over impulsive responses. • The third volume contains 24 units to learn how to exercise a working memory check.

UNIT À 1 SVILUP PARE LA E L’AUTO REGOLACONCENTRAZIO ZIONE NE

Volume 3

GIOCHI E AT TIVITÀ SUL CONTROLLO DELLA MEMORIA DI LAVOR O

8 ◆ Svilupp are

la concent razione e

78 ◆

l’autoregolazion e – Vol. 1

B. Caponi

et al., Sviluppa

re la concent

razione e

l’autoregolazion

e, Vol. 2,

Trento, Erickson

Scheda

ADHD AT SCHOOL Eﬀective strategies for teachers

364 COLOURFUL PAGES ISBN 978-88-590-0136-2

€ 18,50

This book provides teachers with an exhaustive framework of the characteristics peculiar to the various disorders, offering a number of indications and suggestions on how to work effectively both with cases where targeted remedial work is needed for specific difficulties and in situations where simple development or work in the emotional-motivational sphere and in the area of study methods is required. The guide offers a wide range of assessment tools and proposals for didactic intervention.

Mario Di Pietro, Monica Dacomo

MOVE OVER, I’M COMING! Self-help manual for hyperactive children and their parents

PAGES: 128 ISBN 978-88-6137-478-2

€ 12,50

Ukraine

See also

Erickson guides Page 60

G. Trevisi, C. Bernardi, C. Da Dalt, I. Giacomazzi, E. Serafin, M. Zanetti, M. Celi, A. Rossi, A. Mion

Claudio Vio, Maria Stella Spagnoletti

DISTRACTED AND HYPERACTIVE CHILDREN: PARENT TRAINING Training and support for parents of pre-school age children

WORKSHOP TO INCREASE ATTENTION Games and activities for kindergarten 4/ 5

PAGES: 248 ISBN 978-88-6137-928-2

€ 17,50

6/ 13

PAGES: 128 ISBN 978-88-590-1397-6

€ 19,50

Increasing attention and self-regulation capabilities right from kindergarten means providing children with the essential tools needed both for taking full advantage of this school experience and getting ready for admission into primary school. This book oﬀers a didactic and psycho-educational workshop divided into 20 encounters, in which pupils will discover and learn about rules on their surroundings and on interpersonal exchanges, co-operation, the passing of time, the most eﬀective ways for dealing with stimuli and attentive resources and much more.

A child affected by attention deficit disorder/ hyperactivity in a family is generally a source of stress, fatigue and tension, as much for the child as for the parents. The quality of life and of family relations can be improved significantly through the application of certain strategies belonging to cognitive behavioural psychology. The book describes these clearly and in detail and comes complete with worksheets for applying them and verifying their correct application. The book targets both children with the disorder, explaining what it is and how they can learn to reduce its most serious effects, and parents, identifying common errors in dealing with behavioural problems.

3/ 5

PAGES: 120 ISBN 978-88-590-0323-6

€ 17,50

Parent training is by now a proven means of treating attention deﬁcit disorders and hyperactivity. A number of international studies have demonstrated the importance of an intervention that involves also the family and school. The book structures a programme which enables parents of children with ADHD to establish positive relationships and behavioural and communicative habits right from preschool age. After the ﬁrst section, a theoretical description, the second part is concentrated on the presentation of individual meetings, describing how they are structured and conducted.

Thomas Rivetti, Agnese Capodieci

Gianluca Daffi and Cristina Prandolini

PERSONALISED COOPERATIVE LEARNING Class activities for children with ADHD or behavioural problems

ADHD AND HOMEWORK Tools and strategies for children with planning, organisation and attention deﬁcit problems

Cooperative learning is a teaching/learning method which is centred on group activities and has been demonstrated to be eﬀective both in promoting the development of social competences, and enhancing and stimulating diﬀerent intelligences and attitudes. Divided into two parts, a theoretical introduction and a practical part, the book constitutes a complete practical guide for teachers, educators and, in general, anyone who is interested in various capacities in education and inclusive practices.

This book presents an assistance programme for completing school homework alongside a homework tutor, a role, which, in many circumstances can be ﬁlled by an adult family member. The aim is to help pupils develop executive competences, which will in turn allow them to become progressively more autonomous in their studies. It provides original and motivating tips and tools in order to evaluate and manage time correctly, divide complex homework up into several parts and complete each part correctly.

7/ 14

PAGES: 186 + COLOURFUL MATERIALS ISBN 978-88-590-0169-0

€ 20,00

ADHD

Gianluca Daffi

Diario Start Children will learn to manage their study time better and to develop key organisational skills which will act as the foundations for school success

ADVENTURE IN SPACE The intelligent diary for organising and managing homework, materials preparation and school commitments 176 COLOURFUL PAGES + STICKERS + DETACHABLE GUIDE FOR TEACHERS AND PARENTS ISBN 978-88-590-0621-3 | € 14,50

The DIARIO START is based on a methodology which enables key competences to be developed:

ADVENTURE AT THE BOTTOM OF THE SEA The intelligent diary for organising and managing homework, materials preparation and school commitments 6/ 11

176 COLOURFUL PAGES + STICKERS + DETACHABLE GUIDE FOR TEACHERS AND PARENTS ISBN 978-88-590-0820-0 | € 14,50

Con l’aiuto dell’insegnante prova ad organizzare i diversi passaggi che ti servono per prepararti alle verifiche o interrogazioni.

• properly preparing work pace both at school and at home • setting and respecting homework iming • planning the ctivities needed in order to complete homework • organising eviewing of homework • ransferring skills learnt Guide sheets for focusing clearly on: • the timetable; • the connection between each subject and its teacher; • the material needed for each subject.

1. SVUOTO LO ZAINO

2. CONTROLLO IL MIO ORARIO

Aiuta i tuoi amici a organizzare il loro pomeriggio di compiti. Da dove inizieresti? Numera da 1 (prima attività da svolgere) a 3 (ultima attività da svolgere). Poi prova a confrontare le tue scelte con quelle dei tuoi compagni.

2. METTO NELLO ZAINO IL MATERIALE PER OGNI MATERIA

ADHD

2. METTO NELLO ZAINO L’ASTUCCIO E LA MERENDA

6/ 11

A workspace for learning how to plan revision for a test over a period of time, revision can be strategically split up over several days. List of monthly objectives to help children focus on areas for improvement, which they can check at the end of the month on the review page.

Weekly scanning of the school calendar in order to get pupils used to looking at the quantity of homework to be done over several days

Ample space to write homework instructions and teachers’ suggestions

Timeline for positioning the current week in the school year

Disability and Autism �4 ��

DISABILITY AUTISM

SEZIONE# | #SEZIONE2

Workshops for autonomy

The series

Anna Contardi A social worker, she is the national co-coordinator of the Italian Association of People with Down’s Syndrome, where she has been working in consultancy, training and planning for over 30 years.

From the experiences of “Programmes for teaching autonomy” led by the AIPD (Italian Association for people with Down Syndrome) The series proposes material, activities and exercises for teaching the basics of autonomy to children and adolescents with intellectual disabilities. A.I.P.D. Associazione Italiana Persone Down, Francesco Cadelano, Carlotta Leonori

GET INFORMED, UNDERSTAND AND VOTE: THE IMPORTANT THING IS TO PARTICIPATE Information and tools for being an active citizen

All Volumes: Russian Federation, Bielorussia, Kazakhsthan

PAGES: 134 ISBN 978-88-590-1833-9 | € 19,50 THOSE WHO FIND A JOB FIND A TREASURE PAGES: 132 IN FULL COLOUR + GUIDE ISBN 978-88-590-1431-7 | € 19,50

FRIENDSHIP, LOVE, SEX: LET’S TALK ABOUT IT NOW PAGES: 110 COLOURFUL PAGES + GUIDE (12 PAGES) ISBN 978-88-590-0281-9 | € 19,50 SPANISH EDITION AVAILABLE FOR ORDERS

MUSIC, MOVIES AND PIZZA: LET’S HAVE FUN TOGETHER PAGES: 132 IN FULL COLOUR + GUIDE 12 PAGES BLACK AND WHITE ISBN 978-88-590-0752-4 | € 19,50

SHOPPING EDUCATION PAGES: 132 COLOURFUL PAGES + GUIDE (12 PP. BLACK AND WHITE) ISBN 978-88-590-0046-4 | € 19,50

TICKET AND SUITCASE 130 COLOURFUL PAGES + MANUAL (32 PP BLACK AND WHITE) ISBN 978-88-6137-739-4 | € 19,50 KNIVES AND STOVES PAGES:192 COLOURFUL PAGES + 14 BLACK AND WHITE PAGES ISBN 978-88-6137-265-8 | € 19,50

orate molte cose per le own, dall’aspettativa e el mondo del lavoro, a onsapevolezza da parte

Contardi - AIPD

216

o di condividere alcune timonianze interessanti, sulla sindrome di Down.

GIÙ NE LI SSIAMO IMPARARE IAMO FELICI

SI PUÒ O GRANDI IAMO RSONE CON

IVERE DA SOLI

e un po’ meglio questi

10 COSE – SINDROME DI DOWN

possibile anche grazie gli operatori e alla scelta

ANNA CONTARDI - AIPD

ASSOCIAZIONE ITALIANA PERSONE DOWN

COSE CHE OGNI PERSONA CON SINDROME DI DOWN VORREBBE CHE TU SAPESSI

Presentazione di Andrea Canevaro

French language worlwide, Russian Federation, Bielorussia, Kazakhsthan ALONE IN THE CITY WITHOUT MUM AND DAD 132 COLOURFUL PAGES + MANUAL (12 PP BLACK AND WHITE) ISBN 978-88-6137-473-7 | € 19,50 French language worlwide, Russian Federation, Bielorussia, Kazakhsthan

Anna Contardi

10 things that every person with Down’s Syndrome wants you to know

Dice Serena, una ragazza di 20 anni: «Una persona Down ha la trisomia 21, cioè ha un cromosoma in più rispetto alle persone normali, ma la differenza secondo me non è poi così tanta. Io, dicendo questo, ho capito di essere Down, ma mi considero una persona normale anche se mi ci vuole tempo a capire e a fare le cose. Io vorrei essere una farfalla per volare in alto e non fermarmi mai e andare sempre avanti per la mia strada che sarà molto scoscesa e ripida». In queste parole c’è consapevolezza, ma anche fatica: emerge determinazione, ma la strada scoscesa e ripida è presentata in modo serio. Scritto dalla coordinatrice nazionale dell’Associazione Italiana Persone Down, il libro fornisce indicazioni chiare e preziose per sfatare pregiudizi e conoscere il mondo dal punto di vista delle persone con SD.

On the occasion of the 40th anniversary of the Italian Association of Down’s People, Anna Contardi, the national coordinator, illustrates the 10 key points that everyone needs to know in order to relate to a person with Down’s Syndrome. The author puts herself in the shoes and heads of people with Down’s Syndrome, imagining that they themselves are communicating with the reader.

DISABILITY AND AUTISM | DISABILITY

PAGES: 180 ISBN 978-88-590-1923-7

€ 16,50

0/ 3

PAGES: 215 ISBN 978-88-590-1593-2

€ 17,00

6/ 13

PAGES: 192 ISBN 978-88-590-0047-1

€ 19,00

Daniela Bulgarelli

Flavio Fogarolo and Claudia Munaro

THE INCLUSIVE NURSERY SCHOOL AND CHILDREN WITH DISABILITIES Promoting and supporting play and communication

BEING INCLUSIVE Self-built didactic tools for educational and support activities

A text that responds to the need for focus and concentration on a theme that is often described by nursery school educators and coordinators as critical, due to a lack of didactic material upon which to base professional reﬂection and good practices.

4/ 11

PAGES: 235 COLOURFUL PAGES ISBN 978-88-590-0637-4

€ 21,50

Pier Luigi Baldi

EDUCATING IN REASONING Cognitive stimulation activities for the intellectually disabled

DEVELOPING THOUGHTS WITH INTELLECTUAL DISABILITIES From inductive reasoning to metacognition

A programme aimed at stimulating reasoning abilities in people with intellectual disabilities. Sternberg’s theory on intelligence has been chosen as the basis of this programme because it oﬀers a wide, articulated explanation of the characteristics of cognitive functions. The book contains various worksheets and activities for learning to understand objects.

PAGES: 304 ISBN 978-88-590-0471-4

€ 21,00

Alessandro Antonietti and Silvia Celentano

PAGES: 100 + 26 COLOUR CHARTS

ISBN 978-88-590-1527-7

€ 23,00

6/ 19

PAGES: 184 ISBN 978-88-590-1341-9

€ 20,00

Many daily actions, like taking the bus, can be challenging for children and teenagers with an intellectual disability which makes it diﬃcult for them to understand the requests of the outside world. The training proposed in this book is intended to support and strengthen the ability of comprehension.

An intervention method for developing competences central to the thought processes, reasoning and memory of an individual, both with and without cognitive difficulties. The programme uses 196 illustrated worksheets, designed for children and adolescents with mild or moderate cognitive diﬃculties

Anna Lancini, Roberto Medeghini and Daniela Quaresmini

METACOGNITIVE TRAINING FOR INTELLECTUAL DISABILITIES Improve understanding and self-regulation in daily contexts

6/ 16

This book oﬀers suggestions and ideas for improving the quality and the use of this kind of materials, reducing building costs, both in terms of time necessary to create them and of economic expense. Various easy-to-make or easy-to-source tools are presented, all illustrated with colour photos and practical instructions on their use in teaching.

FRACTIONS AND DECIMALS IN PRACTICE Worksheets and activities for intellectual disabilities 8/ 13

PAGES: 164 ISBN 978-88-590-0808-8

€ 19,50

The book oﬀers activities on the concepts of fractions and decimals based on situations familiar to children. The book presents these mathematical notions in their concrete everyday use, teaching children to solve practical problems using logical and mathematical skills.

Luigi Mazzone

Dario Ianes

SPORT, CAMPUS AND INCLUSION Organisation and management models for children and adolescents with neurodev elopmental disorders

A SPECIAL NORMALITY Full-inclusion strategies for students with disabilities and special education needs

A practical guide which examines two interconnected aspects: sports activities and the organisation of recreational campuses for children and adolescents with neurodevelopmental disorders. The authors illustrate the beneﬁts of sport in major neurodevelopmental disorders and provide practical advice on how to plan campuses which can meet the requirements of both patients and their families.

Regular educational activities should be enriched with teaching strategies and techniques that derive from special education research and special education psychology. In this way, students with disabilities or special educational needs will be able to enter the “normality” of social relations sharing learning practices which will give them a sense of belonging and identity, of self-esteem and conﬁdence.

PAGES: 184

ISBN 978-88-7946-839-8

€ 16,00

DISABILITY AND AUTISM | DISABILITY

o Rovatti ogo, psicoterapeuta, sessuologo clinico. Dottore di ricerca in PedagoPedagogia sociale e didattica generale. È psicologo e psicoterapeuta izi di Neuropsichiatria infantile degli Ospedali di Magenta e AbbiaASST Ovest Milanese. Presso la Facoltà di Scienze della Formazione tà di Bolzano, cultore della materia nei settori scientifico-disciplinari .Ped.03. Nella stessa Università, come professore a contratto, ha tenuto municazione in condizioni difficili e di Neuropsichiatria infantile. Come noltre collaborato con l’Università di Modena e Reggio Emilia e come n l’Ospedale San Raffaele e Don Gnocchi di Milano. È responsabile abili della Cooperativa sociale «La Cometa» di Abbiategrasso.

Rovatti Coduri

Francesco Rovatti

Sessualità e disabilità intellettiva

e disabilità intellettiva: temi che suscitano posizioni antii estremi di un continuum tra proibizionismo e sessualità me a non riconoscere le sfumature intermedie che, in quanlterebbero più difficili da affrontare. Il testo prenderà in ione la sessualità nell’ottica di un progetto di vita, come in un progetto educativo, i significati che può avere per a disabile, le resistenze di operatori e genitori verso il tema. i casi clinici si mostrerà, infine, che soffermarsi sui bisogni tivazioni che danno adito ad un comportamento disfunualora si trovino risposte alternative, si possa rivelare più petto alla repressione o alla regolazione dei comportamenti ici.

Sessualità e disabilità intellettiva

Guida per caregiver, educatori e genitori

Francesco Rovatti

Alessia Farinella

SEXUALITY AND INTELLECTUAL DISABILITY A guide for caregivers, educators and parents

SIBLINGS Being siblings of children with disabilities

€ 18,50

PAGES: 90

ISBN 978-88-590-1067-8

€ 18,50

This book offers theoretical ideas and practical suggestions which encourage constructive thinking and have practical repercussions aimed at sustainable sexuality in case of intellectual disability. The book oﬀers tips on how to deal with problem behaviours and above all how to build functional and adaptive sexual behaviour which guarantees the well-being and self-gratiﬁcation of people with disabilities, for whom sexuality is usually viewed from a repressive point of view.

PAGES: 110 ISBN 978-88-590-0796-8

€ 17,00

The relationship between siblings is, among all human relations, one of the most intense; but what happens though if one sibling is a person with disability? The book gives voice to the siblings of children and youths with disabilities in their various stages of growing up. Their accounts reveal the complexity of a unique experience: the feeling of abandonment they reproach their parents with, jealousy… but also the enthusiasm they bring to helping their brother or sister, the pride they feel in seeing them reach their goals and overcome diﬃculties, their success in identifying the potential this «special brotherhood» oﬀers.

Autism Andreina Costa and Eleonora Fiorot

Learning with Video Modelling Behaviour models for learning personal, social, and domestic independence skills What is video modelling? Video modelling is a teaching method based on learning through imitation where learning takes place by observing a video showing the correct way to perform a given behaviour, or a precise sequence of actions, following the ABA methodology. Learning with Video Modelling is an operative software that proposes a series of teaching and reinforcement programmes for the main functional skills related to personal, social, and domestic independence. The Professional version is available as: • An APP for smartphones and tablets (Android and Apple) • A DOWNLOAD (Windows and MAC) • A KIT (book + software on a USB key, for Windows and MAC) The Family version is available as: • An APP for smartphones and tablets (Android and Apple)

Software FAMILY APP FOR SMARTPHONE AND TABLET

The main menu is the same for both versions and grants access to the three main areas:

(ANDROID AND IPHONE/IPAD)

€ 19,99

PROFESSIONAL APP FOR SMARTPHONE AND TABLET (ANDROID AND IPHONE/IPAD)

€ 29,99

SOFTWARE IN DOWNLOAD FROM ERICKSON.IT

(WINDOWS AND MAC)

€ 34,90

KIT (BOOK + SOFTWARE

FOR WINDOWS AND MAC ON USB STICK) ISBN 978-88-590-1339-6

€ 44,50

FROM RESEARCHERS OF THE UNIVERSITY

OF TRENTO

Videos It contains the video tools developed to apply the “modelling” programme and allows the individual with disabilities to learn by imitation, through a process of repeated observation of the correct way in which a behaviour is carried out.

DISABILITY AND AUTISM | DISABILITY / AUTISM

Places In this area, the user can upload pictures of the environments in which the child lives and interacts. These videos propose appropriate actions for each place, with the aim of creating an intuitive association between the place and action.

Progress The “Progress” area is intended to reinforce the connection between the family and the professional, in order to guarantee feedback on the progress made by the child to both parties.

Flavia Caretto, Gabriella Dibattista and Bruna Scalese

Giacomo Vivanti and Erica Salomone

LEARNING IN AUTISM From new scientiﬁc knowledge to intervention strategies

AUTISM AND PERSONAL AUTONOMY A guide for educators, teacher and parents PAGES: 208 ISBN 978-88-590-0009-9

€ 18,50

6/ 11

PAGES: 120

ISBN 978-88-590-1061-6

€ 19,50

6/ 19

PAGES: 240 ISBN 978-88-6137-932-9

€ 17,50

Persons with autism have communicative, cognitive and motor diﬃculties and they cannot perform activities autonomously, so their caretakers tend to make choices in their place. Teaching people to do things by themselves means to recognize and support their human dignity. This book offers practical support to parents, educators, and caregivers who want to promote autonomy in people with autistic disorders.

3/ 19

PAGES: 144

ISBN 978-88-590-1169-9

€ 19,50

This book offers a rigorous, in-depth discourse, which is accessible to all, on the most recent scientific findings about learning in autism. Conventional educational strategies, those which work for children with typical development, are often ineffective. In this guide, teachers, parents and all those who deal with children with autism can find tools and therapeutic and educational tips essential for better facing the complex challenges that learning with autism brings.

Sara Rosati and Norma Urbinati

Stefania Molteni and Eleonora Farina

TRAINING SOCIO-PRAGMATIC SKILLS Illustrated stories for children with autism spectrum disorder and other communication deﬁcits

CREATIVITY WORKSHOPS FOR AUTISM A programme for promoting socialrelational and emotional competences in children

For those working in the field of child and adolescent language disorders, and more generally developmental disorders, the difﬁculty some children and adolescents have with «non-literal» linguistic expressions is well-known and easily found in both spoken and written language. This book is a useful practical tool for: • encouraging the development of mentalistic and pragmatic competences; • developing greater communicative and social cognition skills.

6/ 13

PAGES: 184 +COLOURFUL ATTACHMENTS ISBN 978-88-590-1165-1

€ 21,00

This book, targeting psychologists, educators, teachers and parents of children with high cognitive functioning autism spectrum disorders, offers activities based on experimentation and small group work, with the aim of increasing children’s creative potential and their social-relational and emotional competences, in particular fluidity, flexibility, originality and elaboration; sharing, communication and collaboration in group work; ability to exchange ideas with others and reflect on experiences had and emotions felt.

Giorgia Pelagatti and Francesca Cottone

Antonella Ruggieri, Luigi Russo

TEACHING CHILDREN WITH AUTISM SPECTRUM DISORDERS Activities on reading, numbers, shapes and colours

I’LL DO IT! Stories and activities for developing personal autonomy

This book presents educational materials for children with Generalized Developmental Disorders and contains many activities that touch on more that one area of intervention: from learning the letters of the alphabet and numerical symbols to the development of the graphic-motor skills, and from the development of ﬁne motor skills to imitation, from the ability to discriminate shapes and colours to the development of perceptual abilities. Depending on the skills and needs of the child, the educator can accompany each individual exercise with physical, verbal or visual aids.

6/ 19

PAGES: 256 ISBN 978-88-6137-609-0

€ 18,50

The book considers its main objective to be the acquisition and enhancement of domestic and primary care skills through individualized educational programmes. Illustrated stories and visual aids are therefore the suggested educational strategies. Three short stories, accompanied by images illustrating speciﬁc social situations, introduce the themes developed in the book: personal autonomy in general, dental hygiene and domestic autonomy skills are the main focuses. Each story is followed by some activity proposals to reinforce and expand the contents treated and to consolidate the learning of the skills.

DISABILITY AND AUTISM | AUTISM

Carlo Ricci, Alberta Romeo, Delia Bellifemine, Giorgia Carradori and Chiara Magaudda

The ABA-VB – Applied Behaviour Analysis and Verbal Behaviour – Manual

PAGES: 392 ISBN 978-88-590-0473-8

€ 32,50

Foundations, techniques and intervention programmes This book is a Behaviour Analysis manual and its aim is to familiarise the reader with the skillset of methods and techniques which are essential for the ABA technician, a professional who deals with familiar everyday contexts with the child, encouraging teaching and learning processes and child’s development.

PAGES: 340 ISBN 978-88-590-1344-0

€ 27,50

PAGES: 190

ISBN 978-88-590-1589-5

€ 23,00

PAGES: 114 ISBN 978-88-6137-592-5

€ 17,50

Giorgia Carradori and Anna Sangiorgi

Roberto Keller

FUNCTIONAL ANALYSIS OF BEHAVIOUR Principles, methods and techniques

AUTISM SPECTRUM DISORDERS IN ADOLESCENCE AND ADULTHOOD Diagnostic aspects and intervention proposals

The book illustrates the theoretical premises and applications of functional analysis, a tool which allows us to determine problem behaviours in practical terms, highlighting their structure, the variables involved and the reason behind their enactment. The book comes with a series of appendixes containing practical models for applying functional analysis.

PAGES: 502

ISBN 978-88-590-1116-3

€ 34,50

This book provides the reader with diagnosis and intervention proposals for autism spectrum disorders in adolescence and adulthood. The book examines autism in adolescence and adulthood in its complexity, in order to tackle these diﬃcult situations globally and in-depth, going beyond stereotypes and inaccurate diagnoses.

Luigi Mazzone

Cesarina Xaiz and Enrico Micheli

FOOD SELECTIVITY IN THE AUTISM SPECTRUM DISORDER Assessment and treatment program

WORKING WITH THE FAMILIES OF CHILDREN WITH AUTISM A guide for professionals

A particularly relevant problem in those with Autism Spectrum Disorder is food selectivity, one of the most disabling problems due to the possible consequences on the nutritional and relational level. The volume clariﬁes the concept of food selectivity, providing an updated and detailed overview of the problem and investigating the factors contributing to food selectivity in people with autism.

The psychoeducational approach adopted in this book recognises the centrality of the parents’ role in treatment and aims to promote the welfare of the entire family, preparing children for a life that is as independent and satisfying. The programme concentrates on parents’ feelings and needs and promotes the creation of groups in which parents can share and receive help, guidance and support.

PAGES: 234 ISBN 978-88-6137-737-0

€ 20,00

ALBANIAN EDITION AVAILABLE FOR ORDERS

Claudio Vio, Cristina Menazza, Barbara Bacci

Stefano Vicari

PARENT TRAINING IN AUTISM Parent training and support programme

OUR CHILD IS AUTISTIC Practical guide for parents after diagnosis

The parent training programme presented in this book comprises 9 sessions designed to provide psychological support to families with a child with autism, with the intention of creating a space for their emotional sharing, where they can share their fears, experiences and hopes.

This book attempts to make parents feel less alone and to answer the myriad of questions that a parent generally asks after receiving a diagnosis of autism for their child, suggesting the best treatment programmes on oﬀer.

PAGES: 146 ISBN 978-88-590-1108-8

€ 16,00

Ukraine, Spain, Russia

In order to tackle the daily challenges in interacting with a person with Autism spectrum Disorder, we have seen an enormous increase in recent years in families’ demands for early intervention treatments, in line with the ABA-VB approach.

DISABILITY AND AUTISM | AUTISM

Classic tales with AAC

The series

These books present the most famous tales as IN-books, books which are richly illustrated and based on the texts of the Easy Classics series, written entirely with Augmentative and Alternative Communication (AAC) symbols.

Carlo Scataglini A specialised teacher and trainer in remediation and support. He has published a number of books and CD-ROMs for remediation and support.

A literary classic for young people, which thus becomes an important resource for all children, to be shared and also listened to as an audiobook using the mp3 ﬁle which can be downloaded for free.

PINOCCHIO 130 COLOUR PAGES ISBN 978-88-590-1298-6

€ 13 ,50

THE LITTLE PRINCE 140 COLOUR PAGES ISBN 978-88-590-1299-3

€ 13,50

ALICE IN WONDERLAND 140 COLOUR PAGES ISBN 978-88-590-1722-6

€ 13,50

THE WIZARD OF OZ 128 COLOUR PAGES ISBN 978-88-590-1723-3

€ 13,50

PETER PAN 128 COLOUR PAGES ISBN 978-88-590-1928-2

€ 13,50

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Easy classics Page 87

DISABILITY AND AUTISM | AUTISM

The series

Maria Antonella Costantino A child and adolescent neuropsychiatrist, she is the Director of the Child and Adolescent Neuropsychiatry Unit of the IRCCS Foundation Ca’ Granda at Ospedale Maggiore Policlinico in Milan. She is a member of the Council of the International Society for Augmentative and Alternative Communication (ISAAC).

Augmentative and Alternative Communication The AAC (Augmentative and Alternative Communication) series specializing in this type of communication which replaces/integrates/augments verbal language to compensate for diﬃculties in verbal expression. L. Fumagalli, E. Reicher, P. Tatavitto, Junglelink, E. Magni, M. C. Ungari, C. Denti, C. A. Conti, L. Costanzi, R. Introzzi

Stories with AAC Three IN-books for children aged 3 – 6 Vol. 1 - “Paolo and unruly hair”, “Anna and the swing”, “Luigi and the vegetable soup” Vol. 2 - “Marcus rides his bicycle”, “Lisa and Matt and the sleep train”, “Giulia and the rainbow” Vol. 3 - “The mole Clotilda and her formidable nose”, “Clarabella, the dew drop”, “Appointment in space”

What are IN-books? They are illustrated books with text written entirely in symbols, designed to be listened to whilst another person reads out loud. In-books promote linguistic, emotional and cognitive development and their use is not limited to children with special communication needs.

VOL. 1 (3 COLOURED VOLUMES)

VOL. 2 (3 COLOURED VOLUMES)

VOL. 3 (3 COLOURED VOLUMES)

ISBN 978-88-590-0001-3

ISBN 978-88-590-0153-9

ISBN 978-88-590-0538-4

€ 20,00

Maria Antonella Costantino

Making up stories and books with AAC IN-books for inclusion and early intervention This book has grown out of experience with children, families, schools and social workers in the ﬁeld of Augmentative and Alternative Communication (AAC); it introduces IN-books—illustrated books drawn from children’s literature, printed with symbols that are personalized for each child.

DISABILITY AND AUTISM| AUTISM

PAGES: 260 ISBN 978-88-6137-776-9

€ 20,00

Parenting 82 88

PSYCHOLOGICAL ORIENTED NARRATIVE BEING PARENTS

SEZIONE# | #SEZIONE2

The series

Psychological oriented narrative PON as a tool for educating about emotions PON stories give children the opportunity to talk about themselves: by moving aﬀective themes onto an unknown character, it is easier to avoid defensive behaviours that would prevent them from talking about their emotions. Rosalba Corallo

Six little pixies in my heart ages 3-6 A story on the value of emotions This fable, created for children aged 3 to 6, is a simpliﬁed version for little ones of the successful book Six little pixies in my heart, a story, which, with its likable characters (six funny pixies and the charming Tommy), won over the hearts of readers of all ages helping them understand the importance of recognising and accepting their own emotions.

3/ 6 112 COLOUR PAGES ISBN 978-88-590-0659-6

€ 16,00

22.000 COPIES SOLD See also

Six little pixies in my heart 6-8 Page 86 4/ 7

PAGES: 186 COLOURFUL PAGES

150 COLOUR PAGES

ISBN 978-88-590-0883-5

ISBN 978-88-6137-333-4

€ 15,50

€ 16,00

Elisabetta Maùti

WHAT STORY ARE YOU GOING TO TELL ME TODAY? Stories that make children talk about themselves

A THOUSAND AND ONE FAMILIES Fairy tales for teaching children that every family is special

This booklet encourages young readers to express their fears, their wishes and their emotions.

Targeting children, parents and teachers, the thirteen fairy tales are preceded by some simple reading tips and analyses a speciﬁc issue to help children understand that each family is diﬀerent.

2/ 4

3/ 5

160 COLOUR PAGES

108 COLOUR PAGES

ISBN 978-88-6137-021-0

ISBN 978-88-590-0164-5

€ 16,00

€ 15,50

Elisabetta Maùti

A FABLE FOR ALL THOSE WHYS Explaining to children why things happen

AN ENTIRELY DIFFERENT STORY How to explain diversity to children

The book explains to small children events and situations which are diﬃcult for them to understand, for which rational explanations would be premature.

Through 10 fairy tales, this book has the precise objective of helping children to understand that they should not be afraid or ashamed of diversity.

PARENTING | PSYCHOLOGICAL ORIENTED NARRATIVE

Good night children A story and lots of lullabies for a good night’s sleep

3/ 5 PAGES: 52 ISBN 978-88-590-1962-6

€ 14,00

It’s almost time for bed, but Gatto Lollo wants to play. A sneaky ball of yarn spiteful skein escapes from his paws and begins to roll away. The kitten chases it and in doing so, watches the world fall asleep. But all of a sudden, he discovers that his mother is not with him: what a fright! In reality, mom is looking for him because it’s time to go to sleep. And ﬁnally, when she ﬁnds him, she hugs him and with the right lullaby she puts him to sleep. Now everyone can sleep, calm and happy! A story to put children to sleep serenely, accompanied by an audio CD with sweet lullabies and useful tips for mum and dad.

THE WIND TAMER Knowing and overcoming fear

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RISOLINA’S TREASURE A story about the importance of diversity

A doctor, child and adolescent psychotherapist and research fellow at the Department of Biomedical Sciences. In 2004 the Ministry of Health awarded him a silver medal for merit to the Public Health Service.

SCHOOL TIME Get ready for the ﬁrst days of school

PAGES: 56 + CD AUDIO ISBN 978-88-613-7191-0 | € 14,50

Alberto Pellai

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I WANT TO BE NUMBER 2 Because taking part is better than winning at all costs

Alberto Pellai

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PAGES: 72 + CD AUDIO ISBN 978-88-590-0545-2 | € 14,00

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ME AFTER YOU A story to help children cope with the loss of a loved one

MY HEART IS A STRAWBERRY SLUSH For all children who feel sad because they don’t feel loved

PAGES: 60 + CD AUDIO ISBN 978-88-590-1295-5 | € 14,50

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CAPRICIOUS CURLY AND PERFECT BETTY Teaching children to become aware of their emotions and to express them

NO CUDDLES FOR GUSTAVO A story for learning how to love and how to feel loved PAGES: 64 + CD AUDIO ISBN 978-88-590-0171-3 | € 14,50 © P 2013 e ne zio lica dup

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30/11/16 10:05

MUMMY’S MAGNET For the children whose mums love them and ﬁnd it hard to let them go

TRAINERS GREEN WITH ENVY A story to kick bullying in the teeth PAGES: 92 + CD AUDIO ISBN 978-88-6137-581-9 | € 13,50

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Alberto Pellai

Una calamita di mamma

03/06/19 11:15

PARENTING | PSYCHOLOGICAL ORIENTED NARRATIVE

Carlo Scataglini

The story of Marilù and the five senses Discovering perception with the rhyming tree Marilù is a very curious child who has fun playing in the woods where her special friend lives: a tree that speaks in rhyme! It is here in this very wood that Marilù meets the senses one at a time— first an eye, then an ear, next a finger, a mouth and a nose—each one ready to declare that they are the most important sense of all. But who is right? Fortunately, the rhyming tree, with a clever idea, manages to make Marilù understand how things really are… A story that will enchant children, and thanks to the colourful pictures, will cause them to reflect on how they perceive their world through the stimulation of their senses.

Carlo Scataglini

La storia di

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4/ 13

PAGES: 175 ISBN 978-88-590-0785-2

Muoveva braccia e gambe volteggiando su se stesso e disegnava grandi cerchi nell’aria. e per incanto enormi bolle di sapone si formavano sopra gli occhi meravigliati dei passanti. Noi bambini saltavamo pazzi di gioia, cercando di toccarle.

Biemmi e Szulyovszky

€ 16,00

Irene Biemmi e Sarolta Szulyovszky

Appena una bolla scoppiava chiedevamo con impazienza: «Ancora! Ancora! Fanne un’altra!».

€ 13,50

www.erickson.it

5+ PAGES: 32 ISBN 978-88-590-1963-3

€ 13,50

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PAGES: 96 +CD AUDIO ISBN 978-88-590-1532-1

€ 14,50

See also

The kamishibai of Marilú and the five senses Page 31

-1

17/01/18 11:25

Roberta Verità

THE HEAD LOST IN FAIRY TALES – NEW EDITION Fables for children who can think with serenity

FANTASTIC THOUGHTS How to turn negative emotions into positive emotions

After the success of the ﬁrst edition, reprinted over ten times, The head lost in fairy tales is now being released in a new version, with more contents and teaching ideas. The book presents fables and stories inspired by REBT (Rational-Emotive Cognitive and Behaviour Therapy), and is, in other words, designed to teach children and youths how to transform negative thoughts into positive ones, leaving them with awareness of the inﬂuence our way of thinking has on our emotions and therefore on our wellbeing.

6/ 19

PAGES: 148 ISBN 978-88-7946-872-5

€ 15,50

After the success of The head lost in fairy tales, the author again brings up the important issues dealt with in the previous book, presenting another ten fairy-tales for young and old. Stories of cats, kangaroos and tortoises that experience a negative emotion or feeling and that manage, through «colourful» thoughts, to turn that malaise into emotional wellbeing and to face life with greater peace of mind. Some of the topics faced in the volume are: self-esteem, fear of others judging you, needing to be the most loved of all, fear of rejection and socialisation.

Irene Biemmi

Irene Biemmi and Ilaria Urbinati

THE BUBBLE MAN

I AM WILD

An illustrated book dedicated to the importance of going beyond appearances and fighting stereotypes. The protagonists of the story are a child and a mysterious street artist: the bubble man. The meeting between the two will give way to the discovery that, despite the robust appearance and the gruff demeanor, the man is sensitive and elegant just like his bubbles. An educational pamphlet collects advice for parents or teachers, including information and activities to do with the children to deepen the topic of gender stereotypes. Working with children about emotions will allow them to imagine themselves in different roles and express themselves without fear, just like the bubble man.

I am wild tells about an ordinary day in the life of Anna, a cheerful and lively girl with bright red hair, who is a real “wild child”. Anna, in fact, does everything with great vitality, energy and exuberance. Every single event in her day becomes an opportunity for discovery and fun. Some people say: “Anna is a tomboy!”. But no! Anna is simply a child who expresses her own personality freely and spontaneously. An enjoyable story for girls and boys aged 3 to 6, it is a useful tool for reﬂecting on gender stereotypes. This illustrated story book is accompanied by an easy-to-use guide by the author with reading advice for the adult.

6/ 19

PAGES: 36 ISBN 978-88-590-1700-4

PARENTING | PSYCHOLOGICAL ORIENTED NARRATIVE

€ 13,50

The adventures of Ciripò the cat

The series

Accompany children through childhood with stories Fairy tales are a very useful tool for helping children find answers to their concerns. The stories of these books have been designed and written to help children overcome their fears. The main character are Ciripò and his friends, animal babies that are facing the most common difficulties of growing up. With their magical solutions, these stories make the child understand that difficult moments are important for “becoming great”, and offer comfort and trust in dreams.

Giuseppe Maiolo Jungian psychoanalist, journalist and writer.

Ciripò the scaredy cat Seven fear-crushing stories for brave children Ciripò is the most cowardly kitten in all of Gattopolis. He knows all about fear. Experiencing a thousand scary adventures with him, all of us will learn the importance of recognizing fear and eliminating it, using every resource we have at our disposal to ﬁght it. PAGES: 158 + POSTER ISBN 978-88-590-1734-9 | € 15,50

Psychologist and child psychotherapist.

5+ CIRIPÒ IN A SEA OF EMOTIONS Stories for learning how to feel good about yourself

Giuliana Franchini

CIRIPÒ BULLIES Stories of bullying and cyberbullying

Emotions colour our world with all kinds of shades and make every experience rich in meaning. But it isn’t easy to find your way around in this sea of emotions. The little black cat bravely sets oﬀ on a journey in search of tools that can help us handle and control them.

10/ 14

In these three new stories Ciripò will have to deal with secrets that can become very, very problematic, as well as with the insidious dangers lurking behind one of the greatest resources of our time: surﬁng the Internet. PAGES: 102 + POSTER ISBN 978-88-590-1331-0 | € 15,50

PAGES: 102 + POSTER ISBN 978-88-590-1644-1 | € 15,50

CIRIPÒ AND HIS BRAVE FRIENDS Little stories for overcoming big fears

Giuseppe Maiolo e Giuliana Franchini

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While growing up, it is typical for children to have insecurities, anxieties and fears. The most frequent are about being abandoned, about not succeeding, and about not being loved or accepted by others. In this book, Ciripò faces some of the most common fears that children experience. Through these stories, children acquire greater trust and understanding that difﬁcult moments are important for growing up.

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CD_Le carte di Ciripò 6137-922-0.indd 1

14/10/15 11:53

After reading the story, children can identify themselves with the little black cat by playing with the cheerful and colourful cards attached. In this way they will learn to recognize and manage their emotions and grow up in a more serene and balanced way. PAGES: 110 + 66 CARDS TO CUT OUT ISBN 978-88-6137-922-0 | € 15,50

PAGES: 128 + POSTER ISBN 978-88-590-1601-4 | € 15,50

PARENTING | PSYCHOLOGICAL ORIENTED NARRATIVE

6/ 8

PAGES: 120 COLOURFUL PAGES ISBN 978-88-6137-796-7

€ 13,00

Rosalba Corallo

SIX LITTLE PIXIES IN MY HEART A story on the value of emotions

SUPER VICTOR Story of a superhero with his paws on the ground

Tommy is tired of having adults telling him that he is too sensitive—he has ended up believing that this is a ﬂaw he should be ashamed of. But one day, Tommy discovers that in his heart dwell six tiny pixies: they are the ones responsible for his hypersensitivity! He would do anything to get rid of them, but how? This book goes straight to the heart of children and grown-ups talking about emotions and teaching the value of joy, surprise, fear, sadness, anger, and disgust.

7+ PAGES: 152 COLOURFUL PAGES

ISBN 978-88-590-1417-1

€ 13,50

Victor is a sweet cat who wants to become… a superhero! This story, accompanied by numerous cheerful illustrations, tells about his adventures. An entertaining story with many unpredictable events, this book will delight young readers while helping them understand the importance of always believing in their dreams. At the end of the book is an appendix ﬁlled with several games, and a quiz to measure how much of a dreamer you are!

25.000

COPIES SOLD Gioco 3

Six little pixies in my heart 3-6 Page 82

era circondato da una folla di parenti e se ne stava tutto tranquillo in braccio alla mamma nella cuccia della clinica felina. «Guardatelo, ha un’espressione così allegra» ha aggiunto papà, «sembra che se la rida sotto i baffi!». Ed è così che il mio fratellino ha ricevuto il suo nome. Felix è molto diverso da me: io ho uno spirito avventuroso, mentre lui è più tranquillo. È un grande appassionato di fumetti. Ne legge tantissimi, ma si diverte anche a disegnarli e bisogna dire che è molto bravo. «Mi basta una matita in mano per essere il gatto più felice del mondo!» dice sempre Felix. Certo, se dovessi raccontare tutto della mia famiglia, delle grandiose imprese compiute dai miei avi e della storia di Borgopuzzone ogni volta che mi presento, impiegherei almeno due delle mie sette vite.

Certo, mi restavano ancora tanti poteri da sperimentare, ma potevo dedicarmi al mio sogno soltanto una volta all’anno, nell’unico giorno di Carnevale in cui la mamma mi lasciava indossare il costume. Era una vera ingiustizia! Forse era proprio quello il motivo per cui non riuscivo a ottenere i risultati che desideravo. (In realtà, qualche volta indossavo il costume di nascosto dalla mamma, ma ero sempre molto preoccupato che lei potesse scoprirlo…) Ma non pensate che negli altri giorni me ne stessi con le zampe tra le zampe!

Leggi le azioni qui sotto e scrivi sulle ali dell’orologio solo i numeri di quelle che ti piacciono così tanto da non accorgerti del tempo che passa!

1 Leggere • 2 Fare sport (quale?) • 3 Studiare (cosa?) • 4 Cantare • 5 Ballare • 6 Giocare (come?) • 7 Recitare • 8 Costruire • 9 Viaggiare • 10 Dipingere • 11 Ascoltare musica • 12 Occuparmi degli animali • 13 Collezionare (cosa?) • 14 Suonare uno strumento • 15 Altro… (cosa?) • © 2017, Erickson

See also

L’orologio volante

Insomma, è così che funziona. Ma c’è anche un’altra differenza rispetto al modo umano di intendere la nobiltà: da noi non si vive di rendita. Per poter mantenere il titolo nobiliare, ognuno deve fare qualcosa di speciale. È proprio questo che, da generazioni, si fa nella mia famiglia ed è anche quello sto provando a fare io. Borgopuzzone — e vi prego gentilmente di non arricciare il naso — si chiama così perché è stato costruito proprio nel mezzo di una discarica. È stata una delle strepitose idee del mio bisnonno Guidalberto che, all’epoca, era assessore all’urbanistica felina. «Ma che schifo!» direte voi. «Un paese nato in mezzo ai rifiuti!» Capisco il vostro punto di vista, però dovete considerare che, per noi gatti randagi, la discarica è stata una vera e propria miniera d’oro. Non riuscireste mai a immaginare quante cose la gente butta via! Cose fondamentali per la nostra sopravvivenza.

Regola gattosofica N° 3 Non trascurare le tue passioni, qualcuna potrebbe trasformarsi in un grande sogno. 160

Carlo Scataglini

Even ogres are afraid A game to teach children to address their fears Even ogres are afraid is a cooperative game that is meant to encourage children, teenagers, and adults to develop new strategies for overcoming their fears. Along with the De Orchis family, a family of ogres at the mercy of their fears caused by the sneaky Terribilius, everyone plays together by talking, interacting, and cooperating while trying to find a solution to the fears that they come across during the game. The narration and the cooperative game allow adults to gently approach the emotional world of children and help them to express themselves by offering several points of reflection on how, many times, it is possible to overcome fears with ease, especially if you decide to share them.

BOX ISBN 978-88-590-1650-2

€ 24,50

�� years old � or more players

Spinner

Game board Speak cards Fear cards

PARENTING | PSYCHOLOGICAL ORIENTED NARRATIVE

Courage cards

Easy classics

The series

Classic stories told by Carlo Scataglini, the leading Italian expert in facilitated teaching. This series was conceived with the aim of making some of the most famous novels worldwide accessible to all children and adolescents from 8 years of age upwards, even those with slight or more pronounced diﬃculties in reading and text comprehension. Each chapter contains important cognitive organisers and facilitators, which enable pupils with greater diﬃculties to follow the reading and understand the meaning of the text. There is also an audio version of the texts, which can be easily downloaded onto computers, tablets or smartphones

See also

Classic tales with AAC Page 79

PETER PAN PAGES: 132 + ONLINE RESOURCES

THE WIZARD OF OZ PAGES: 128 + ONLINE RESOURCES

ALICE IN WONDERLAND PAGES: 132 + ONLINE RESOURCES

PINOCCHIO PAGES: 128 + ONLINE RESOURCES

ISBN 978-88-590-1768-4

ISBN 978-88-590-1577-2

ISBN 978-88-590-1533-8

ISBN 978-88-590-1576-5

€ 9,90

Malta

Il pianeta cipe del piccolo prin

Turkey, Greece

What happened:

a summary of what has previously happened

The characters in the story

sso Cosa è succe

l’aviatore del suo aereo, guasto al motore Sahara. Mentre dormiva A causa di un nel deserto del mai visto da un bambino è rimasto bloccato è stato svegliato gli una pecora e lui lo ha sulla sabbia, chiesto di disegnarincontro dell’aviatore prima. Gli ha è stato il primo fatto. Quello principe. con il piccolo

succederà...

Cosa il suo Come si chiama il piccolo principe? sorpresa scoprire Da dove viene Sarà una grande più grande… misterioso pianeta? qual è il suo pericolo

What will happen:

Illustrated index

a preview of what is about to happen

for finding your way through the chapters

The cognitive organisers and facilitators Difficult words

which are printed in blue

THE LITTLE PRINCE PAGES: 128 + ONLINE RESOURCES

... Audio files to download in

order to listen to the story

Idioms,which are printed in brown

ISBN 978-88-590-1631-1

€ 9,90

Games and activities for having fun

Greece, Turkey

PARENTING | PSYCHOLOGICAL ORIENTED NARRATIVE

rca evidenzia che il tipo di relazione con i nostri gepuò cambiare nel tempo e che, quando ciò accade, si ca anche l’attaccamento del bambino. Ciò significa n è mai troppo tardi per stimolare un cambiamento elazione con i propri figli. È stato anche dimostrato relazioni in cui il bambino si sente compreso e al costituiscono una fonte importante di resilienza — acità di adattarsi al cambiamento — una dote che, ita nei primi anni di vita, potrà svilupparsi anche sivamente, in età adulta.

MONTANO, RUBBINO E MASSOLO

ANTONELLA MONTANO, ROBERTA RUBBINO E ANNA CLAUDIA MASSOLO

SIAMO QUI PER TE COME COSTRUIRE UN ATTACCAMENTO SICURO DALLA GRAVIDANZA AI QUATTRO ANNI

SIAMO QUI PER TE

L’attaccamento è un sistema ologico, sviluppatosi nel corso ell’evoluzione e finalizzato alla rca di protezione, che consente bambino di crescere e diventare n adulto sereno e sicuro di sé.

€ 17,00

PAGES: 180 ISBN 978-88-590-1924-4

€ 17,00

PAGES: 176

ISBN 978-88-590-1492-8

€ 16,50

10/ 19

PAGES: 126 ISBN 978-88-590-1058-6

€ 15,00

Antonella Montano, Roberta Rubbino and Anna Claudia Massolo

Alberto Pellai and Barbara Tamborini

L’attaccamento sicuro nasce nei primissimi mesi di vita ma deve essere sviluppato, alimentato e favorito durante tutto il periodo della crescita: il rispetto delle tappe evolutive del bambino, l’utilizzo di regole e di abitudini sane saranno di grande aiuto per questo difficile compito. Un bambino che sa com’è scandita la sua giornata, sa cosa si aspetta di fare e conosce le regole da rispettare a casa è un bambino più tranquillo.

LET ME GROW UP IN PEACE! How to experience a stress-free adolescence

WE ARE HERE FOR YOU How to develop a healthy bond from pregnancy to age 4

Questo non è un libro semplicemente informativo ma vuole essere uno strumento che coinvolge entrambi i genitori in termini di riflessione, di messa in gioco e sperimentazione, facendo riferimento ai maggiori studiosi del settore e alle più importanti e recenti scoperte nel campo della ricerca scientifica. Ogni capitolo, dedicato a una precisa fascia d’età del bambino, termina con una scheda di esercizi da fare singolarmente o con l’altro genitore.

A simple and practical guide for parents on how to build a healthy bond with their child. Referring to the leading scholars in the field, and the most important and/or recent discoveries in the field of scientific research, this volume offers practical guidelines on how to establish a healthy bond with one’s child. In each chapter, there are illustrated activities, games and actions to be implemented depending on the specific age of your child. This is not just an informative book, but a tool that actively involves the parent. For this reason, each chapter ends with an activity sheet to be done individually or in pairs.

10/ 16

PAGES: 225 COLOURFUL PAGES ISBN 978-88-590-0303-8

€ 15,50

This book talks about adolescence and how it can be difficult to get through it in one piece. Let me grow up in peace! is designed as a kind of «navigational guide» — navigating through adolescence — and in fact passes through various stages, which, like over the route of trip of a lifetime, deal with the small and great challenges adolescents are facing; their changing body, love and sex, friendship, being responsible and gaining independence. In addition to stories, advice and in-depth analysis, readers will find space to fill with thoughts, in order to personalize it and make it into a very own «logbook».

Rosa Angela Fabio

Giuseppe Maiolo and Giuliana Franchini

POSITIVE PARENTS, STRONG CHILDREN How to transform love into eﬀective upbringing

THE ART OF NEGOTIATING WITH YOUR CHILDREN From the «cash machine» parent to the competent parent

“Am I a good enough mother?” “Do I spend enough time with my children?” “Will I be able to help them grow up well?” Many doubts arise within parents, especially in the last few years with the cultural models that families use as reference points destined to follow paths of continuous evolution. The premise of this book is to consider some aspects of child development, while proposing some useful education methodologies for giving them a good upbringing, which will help them become strong and happy adults.

This book is designed as a practical aid for those problematic situations where negotiation can be used as an educational tool and can help improve relations with your children. Knowing how to negotiate with your children does not mean waiving the right to set rules and limits, instead it means developing good relationships, starting from the ability to ﬁnd solutions together and identify shared objectives. The book provides practical tips and strategies for learning the techniques of negotiation.

PAGES: 180 ISBN 978-88-590-0882-8

€ 15,00

Anna Fogarolo

Matteo Lancini

THE WEB IS OURS Guide for smart kids

WORLD (WEB) WISE ADOLESCENTS How to support digital natives in growing up

Luca, Lara and Matteo, true «geeks» and expert surfers, run into a few unfortunate problems. They’ll come out of it more alert and surely all more the wiser for it. An entertaining story containing a short manual or, if you prefer a short manual told as a story, with the aid of cartoon strips, quizzes and workshops. A book which is useful for learning how to defend yourself on the web from those who want to bother you or harm you and also for understanding when it is us that makes the mistakes. Fearless, but with your eyes wide open!

PARENTING | BEING PARENTS

12/ 19

PAGES: 172 ISBN 978-88-590-0781-4

€ 16,50

The total invasion of new technologies in our every day lives has dramatically changed the profiles of contemporary adolescents, leaving adults unprepared to handle the challenge of bringing up their children or of educating their students. This volume offers, by way of examples and extremely practical tips, authoritative and effective educational strategies for responding to the developmental needs of digital natives. This book helps adults understand and support pre-teens and teens in the most delicate phase of their growth.

Psychology 9� 91 93 94 95 9�

RATIONAL�EMOTIVE BEHAVIOUR THERAPY EMOTIONAL AND SOCIO� AFFECTIVE EDUCATION SEXUAL EDUCATION SELF�HELP GUIDES ASSESSMENT

SEZIONE# | #SEZIONE2

Mario Di Pietro A psychologist and psychotherapist, he deals with emotional and behavioural problems in childhood and adolescence and teacher refresher training. Having specialised at the Institute for Rational-Emotive Therapy in New York, he has worked for the national health service and has collaborated with the University of Padua.

PAGES: 224 ISBN 978-88-590-0996-2

€ 21,00

Rational-Emotive Behaviour Therapy Tools and techniques for teaching children to understand and accept their emotions, improving their rational thinking and emotional self-regulation skills in everyday situations. Developed by psychologst Albert Ellis, REBT focuses on helping people get rid of their irrational beliefs. This therapy helps identifying negative thoughts and feelings, and replacing them with more productive and positive ones, therefore supporting the development of more successful personal and professional relationships.

Mario Di Pietro

RATIONAL-EMOTIVE EDUCATION For preventing and overcoming psychological disorders in children

RATIONAL EMOTIVE BEHAVIOUR THERAPY A guide for clinical practice and for training

Rational-emotive education acknowledges the most recent and most important innovations in the cognitive behaviour ﬁeld. In particular, it integrates into Rational Emotive Behaviour Therapy (REBT) some useful applications deriving from ACT (Acceptance and Commitment Therapy), and it has an extended, updated section with exercises on mindfulness, describing how it can be used with children and adolescents.

PAGES: 176 ISBN 978-88-590-0604-6

€ 23,00

Mario Di Pietro

3/ 16

THE ABC OF MY EMOTIONS A programme of socio-emotional literacy according to the REBT method Vol. 1: 4-7 years - Vol. 2: 8-13 years

PAGES: 170 + COLOURED BOARD AND GAMES ISBN 978-88-6137-002-9

€ 31,50

Mexico

Mario Di Pietro and Monica Dacomo

GAMES AND ACTIVITIES ON EMOTIONS New resources for a rational-emotive education This games’ aim is to help children gain a greater understanding and control of their emotions while playing. Players follow a track on the board and encounter situations that are diﬃcult to face on an emotional level; children are then asked to imagine how they would feel and what they would do. The kit includes a book with many suggestions for the teacher and worksheets for the activities with the children.

REBT continues to be an essential point of reference for those who work in the cognitive-behavioural field: this book provides a practical guide to the application of REBT procedures and techniques. The book is full of suggestions for therapists and also tools and practical materials to be used with patients.

4/ 7

8/ 13

AGES 4-7 PAGES: 162 ISBN 978-88-590-0699-2

€ 20,00

AGES 8-13 PAGES: 128

ISBN 978-88-590-0632-9

€ 20,00

Vol. 2: German speaking countries

PSYCHOLOGY | RATIONAL-EMOTIVE BEHAVIOUR THERAPY

The ABC of my emotions satisfies the need to provide an update on the latest results of Rational Emotive Behaviour Therapy (REBT), the methodology the book is inspired by and takes its theoretical applicative perspective from. It then goes on to present the features of the method and its applicative potential in childhood and adolescence. In particular, this book offers — parents, teachers and educators — a programme of emotional education with clear and simple practical instructions, specifically designed for the age range of 4 to 7 years and 8 to 13 years.

6/ 11

PAGES: 138 ISBN 978-88-590-1396-9

€ 18,50

Rosalba Corallo

SIX LITTLE PIXIES BETWEEN THE LINES A programme on reading, writing and activities about emotions for primary school

11 FABLES BETWEEN THE LINES Learning positive thought in primary school

The book oﬀers material to be used in class or in workshop activities for organising an integrated programme of reading, writing and creative activities. Through reading the story of Tommy children will acquire greater self-awareness and will increase the eﬀectiveness of their relationships with peers and with adults.

6/ 11

PAGES: 128 ISBN 978-88-590-1827-8

€ 18,50

Marcella Ortali

Ilaria Grazzani Gavazzi, Veronica Ornaghi, Carla Antoniotti

FEELINGS IN MOTION Playtime stories for parents, caregivers and teachers

3/ 8

PAGES: 110 ISBN 978-88-590-1884-1

€ 20,00

Psychomotor play and drawing are an excellent support for cognitive processing. This book of colour-illustrated stories was created as a true workbook, something to colour, write and draw, having experimented concretely with the dynamics of narration and play. Readers can create changes and progressions to be made.

EMOTIONAL COMPETENCE IN CHILDREN Psycho-educational solutions for kindergarten and primary school 3/ 10

PAGES: 176 ISBN 978-88-6137-783-7

€ 19,00

Paola Marmocchi, Claudia Dall’aglio and Michela Zannini

PAGES: 314

ISBN 978-88-7946-603-5

€ 21,90

Mexico

PAGES: 104 ISBN 978-88-590-0287-1

€ 17,00

German speaking countries

The book presents emotion education materials based on research in education and developmental psychology. The authors oﬀer suggestions and worksheets that can help children become aware of speciﬁc emotions. Gianluca Daffi

TEACHING THE RULES Educating teenagers

LIFE SKILLS EDUCATION How to promote psycho-social and emotional abilities following the World Health Organization guidelines 6/ 18

To help children recognize and modify the negative thoughts that hinder personal well-being, this book oﬀers a programme of reading and emotional education. The stories illustrate a problematic situation, leaving the ﬁnal free to the reader’s imagination. Activities are proposed to deepen those psychological situations that are the source of discomfort and emotional discomfort.

A complete Life Skills Course for primary school, secondary school and high school students. It has been divided into a handbook and a workbook to provide a more ﬂexible response to the challenges presented. Each skill is presented individually and analyzed with reference to its actual application in the classroom.

10/ 16

PAGES: 200 ISBN 978-88-6137-298-6

€ 19,00

This book offers teachers and educators tools and strategies to deal with the difficulties teenagers have in understanding and following school rules. When school doesn’t provide indications on causal links and relation dynamics, it becomes a sort of “wonderland” that doesn’t reflect the reality of the workplace and of real social relations, where limits and the sense of responsibility are fundamental.

Daniele Novara and Caterina Di Chio

Daniele Novara

ARGUING WITH TECHNIQUE Managing arguments among children at school

ARGUING TO GROW Solutions for early childhood

This book offers theory and practice on an innovative method for effectively managing difficulties in class, improving the class balance and relationships and helping children to develop precious, long-lasting learning and resources.

See also

I learn better with others www.erickson.international

PAGES: 184 ISBN 978-88-6137-700-4

€ 19,00

Fighting is for children an extraordinary opportunity to exercise freedom and learn to be with others. This book wants to change the common perspective on children’s conﬂicts showing that children can be able to deal with their own problems and difficulties and that the task of parents is to let them learn to do so. The book’s approach is maieutic—it is necessary to respect a boy’s or girl’s timing, emotions, demands and diﬃculties and this is the best way to promote their resourcefulness.

PSYCHOLOGY | RATIONAL-EMOTIVE BEHAVIOUR THERAPY

Fabio Celi and Jonathan Lisci

The rewards briefcase

6/ 10

Discovering the city of progress

THE REWARDS BRIEFCASE

140

Erickson

€ 28,50

nse, Trento,

130

ISBN 978-88-590-1586-4

The passport IL MIO TO PASSAPOR

F. Celi, J.

Lisci e Ricerca

e Sviluppo

Erickson

, La valigetta

delle ricompe

120

110

100

The board

Children’s behaviour in the classroom environment depends on many factors: from their temperament, to their motivation, to their ability to control their emotions, to how they are raised at home, to how the teacher speaks to them, to the behaviour of the other children in class. Based on the principles of the token economy, The Rewards Briefcase helps the teachers better structure their intervention in the classroom, thanks to the series of materials it contains. Here is what is inside: • The board is used to apply the token economy programme. On the board, the children’s names and the behaviour objectives to be reached are written; • The sticker book contains more than 600 stickers to place on the board; • A passport for each child to keep track of the tokens earned by using the special marker-stamper; • The rules’ sheet explains the procedure to follow; • The contract formalizes the commitment that the students make together with the teacher and classmates to respect the behaviour rules that have been shared; • The teacher’s guide contains indications for the teacher for the proper use of the tools found in the rewards briefcase.

OL REG

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CONTRATTO

ta delle

on,

Fabio

Celi,

Lisci

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La valiget

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Jonath

Firma dell’insegnante Firma degli alunni

The rules’ sheet

La valigetta delle ricompense, Trento, Erickson

in collaborazione con Genni Morotti

Consuelo Giuli, Iacopo Bertacchi e Pietro Muratori

Grazie alle attività proposte, vengono sviluppate e potenziate le abilità logiche, di analisi, di problem solving e di motricità fine.

LA SEQUENZA

MODULO

TA APET IO AP VIAGG TTA E IL MBRE ta TA IN LA ia semp lificaETIO AP Stor AP VIAGG TTA E IL Giuli et al.

Stor

MBRE IN LA ia estesa

TA APET IO AP VIAGG TTA E IL INDICA

COLORA LA SEGUENDO MAESTRA BETTA IL MODELLO

4 ANNI

CORRETTA MODULO

4 ANNI

Illustrazioni di Luca Mingolla

SCHEDE

ap apEtta E il VIAGGIO in lambrETTA • SCHEDE

ap apEtta E il VIAGGIO in lambrETTA • STORIA

Giuli et al.

Illustrazioni di Luca Mingolla

In questo libretto sono proposte 121 schede operative, specifiche per ciascun modulo e fascia d’età, divise in due tipologie: - le schede «Osservo con Ap Apetta», contrassegnate dal colore blu, nelle quali il bambino deve osservare un’immagine e indicare determinati particolari, verbalizzare la collocazione spaziale di alcuni elementi, selezionare un particolare in base alle caratteristiche indicate; - le schede «Lavoro con Ap Apetta», contrassegnate dal colore verde, nelle quali al bambino viene richiesto di disegnare, ritagliare, incollare e operare seriazioni.

OPERATIVE

In questo libretto puoi trovare due Le schede «Osservo tipi di schede: con Ap Apetta», sono schede operative e la selezione che stimolano contrassegnate di particolari. l’osservazione, dal colore Blu Le schede la verbalizzazione, «Lavoro con sono schede Ap Apetta», contrassegnate attività di operative che stimolano dal colore manipolazione VERDE la , e seriazione. rielaborazione Buon lavoro grafica con a tutti!

Consuelo Giuli, Iacopo Bertacchi e Pietro Muratori in collaborazione con Genni Morotti

MBRE IN LA de operative Sche

Illustr di Luca

azioni lla Mingo

COPING POWER IN PRE-SCHOOL (TEACHER’S KIT) Primary prevention programmes in pre-school

COPING POWER IN PRIMARY SCHOOL Dealing with problem behaviour and encouraging relational skills in class

Iacopo Bertacchi e Consuelo Giuli Illustrazioni di Luca Baldi

A programme of prevention and intervention aimed at encouraging emotional and prosocial skills in children from ages 3 to 6.

Partendo dalla storia di Barracudino, un pesciolino impulsivo e «difficile» ma con tanta voglia di migliorare e di imparare a stare bene con gli altri, il volume Coping Power nella scuola primaria propone diversi moduli che affrontano le seguenti tematiche:

Barracudino Superstar

• porsi obiettivi a breve e a lungo termine • acquisire consapevolezza delle proprie emozioni • modulare e gestire le emozioni (autocontrollo) • assumere punti di vista diversi dal proprio • acquisire capacità di problem solving • riconoscere le qualità proprie e altrui.

ALLEGATO A Bertacchi, Giuli e Muratori

COPING POWER NELLA SCUOLA PRIMARIA Gestire i comportamenti problematici e promuovere le abilità relazionali in classe

libro + allegato indivisibili

6/ 10

Serena Lecce and Federica Bianco

PUT YOURSELF IN MY SHOES A programme to promote empathy and relationships with the theory of mind - PRIMARY SCHOOL

COPING POWER IN SECONDARY SCHOOL Manage relational diﬃculties and promote pro-social behaviour in class

PAGES: 288 ISBN 978-88-590-1826-1

€ 23,00

The creation of Coping Power in High School stems from the need to create a prevention and intervention programme dealing with the behaviour problems in pre-adolescent students. After a theoretical introduction on the Coping Power School programme and its application, the seven modules of which the educational path is composed, a programme to be completed throughout the school year, and a series of operational cards and ideas for reﬂection are presented.

A programme for training youngsters to manage emotions and social relations with the aim of reducing and containing problem behaviour shown by pupils at school. PAGES: 284 + 54 TALE ISBN 978-88-590-1062-3 | € 23,00

Consuelo Giuli, Iacopo Bertacchi and Ilaria Cipriani

11/ 13

The sticker book

Consuelo Giuli, Iacopo Bertacchi and Pietro Muratori

PAGES: 168 + 128 + 112 ISBN 978-88-590-1437-9 | € 23,00

3/ 6

STO O/A ATTENT

Consuelo Giuli, Iacopo Bertacchi and Pietro Muratori

in collaborazione con Genni Morotti

USO UN LINGUAG ADATTO GIO

The contract

arracudino Superstar racconta le vicende di un pesciolino che si sente spesso arrabbiato e triste, perché, a causa dei suoi comportamenti, è isolato da tutti. Insieme a un amico speciale, il gambero Fernando, inizierà un viaggio che lo porterà a scoprire isole con personaggi interessanti e divertenti che lo aiuteranno a imparare modalità nuove per controllare la rabbia e conoscere meglio le sue emozioni.

Consuelo Giuli, Iacopo Bertacchi e Pietro Muratori

Stickers

6/ 10

PAGES: 178 ISBN 978-88-590-1502-4

This book is an operative instrument for the promotion of the educational well-being of students in their daily activities by enhancing empathy and social relations through the development of the theory of mind.

€ 21,00

PSYCHOLOGY | EMOTIONAL AND SOCIO-AFFECTIVE EDUCATION

See also Mindfulness programme “The Flower Inside” www.erickson.international

Alberto Pellai and Barbara Calaba

8/ 11

Stork? What stork?! TELLING KIDS THE TRUTH ABOUT LOVE AND SEXUALITY When Alice finds out that her mum is pregnant, she starts asking her questions about the birth of her future brother. Through the explanations of Alice’s parents and teacher, children can find the answers to their questions about love, sexuality, the changes in human body as one grows, the emotions of falling in love, the differences between girls and boys, making love and conception, pregnancy and birth. Each chapter contains diary pages and fun activities, which stimulate reflection and give children the space to write down their thoughts and check what they have learnt.

4/ 7

7/ 10

4-7 YEARS PAGES: 80 COLOURFUL PAGES ISBN 978-88-590-0484-4

€ 14,00

AGES 7-10 PAGES: 100 COLOURFUL PAGES

ISBN 978-88-7946-529-8

€ 15,00

€ 16,00

30.000 COPIES SOLD

Alberto Pellai

THIS IS HOW YOU WERE BORN A story in rhymes to explain how babies are born Vol. 1: 4-7 years - Vol. 2: 7-10 years

THIS IS HOW YOU ARE MADE A rhyming story to explain the diﬀerences between boys and girls Vol. 1: 5-9 years - Vol. 2: 10-12 years

These books aim to oﬀer parents, teachers and children a tool for eﬀective sexual and emotional education, which is at the same time both scientifically proven and moving and meaningful. The books contain stories which are told in the style of a tender poem and enable adults to explain to children how they were born. The entire birth process, from conception to delivery, is told using narrative yet poetic language. In this way, children can learn the notions of sexual education and at the same time understand that sexuality is a dimension of our lives which is full of emotional and relational meaning.

With a style which is both poetic and clear and simple, these books aim to teach boys and girls all about the complexities associated with identity and gender, a topic which is of fundamental importance in any emotional, sexual and civic education programme. Through a fun rhyming story, the young reader comes face to face with a family where the main characters, two children, have been able to freely express their identities as boys and girls, without any of the pressures of gender stereotypes which still exist in today’s society. The story also provides material and information in line with primary school educational and didactic objectives.

5/ 9

10/ 12

5-9 YEARS PAGES: 75 COLOURFUL PAGES

ISBN 978-88-590-0760-9

€ 14,00

10-12 YEARS PAGES: 75 COLOURFUL PAGES

ISBN 978-88-590-0761-6

€ 14,00

PAGES: 134

ISBN 978-88-590-1830-8

Alberto Pellai

ISBN 978-88-590-0485-1

9/ 12

PAGES: 168 COLOURFUL PAGES

€ 14,00

Fabio Veglia and Rossella Pellegrini

Caterina Di Chio

ONCE UPON A TIME THE FIRST TIME How to talk about sex and love at school, at home, and in bed together

SEXUAL AND EMOTIONAL EDUCATION WORKSHOP Activities for primary and middle schools

A useful book to help adults answer the most difficult questions about sex for adolescents. Once upon a time the first time does not want to be a sexology or sex education treaty. Instead, the purpose is to provide, in a narrative style, basic knowledge on human sexuality, which is ﬁrmly anchored in the most recent scientiﬁc research and reinterpreted in the light of an innovative psychological model. The fresh and young style leads to reading this book not only as a self-help manual, but also to be able to deal with the subject with children or parents, to recognize one’s doubts and concerns, those of other children, or simply as a pleasant read.

Sexual and emotional education at school is a delicate issue. Is it the teacher’s role? Should only information be given and educating be left to families? The book supports teachers in bringing out children’s curiosities and fears, with a simple and colloquial language.

6/ 11

PAGES: 142 ISBN 978-88-590-0334-2

€ 18,50

See also

Words unsaid Get your hands off www.erickson.international

PSYCHOLOGY | SEXUAL EDUCATION

PAGES: 118 ISBN 978-88-590-1668-7

€ 17,00

PAGES: 144

ISBN 978-88-590-1611-3

€ 16,00

PAGES: 176 ISBN 978-88-6137-557-4

€ 15,00

Poland, Ukraine

PAGES: 162

ISBN 978-88-590-1118-7

€ 16,50

Ukraine

Ciro Conversano and Laura Marchi

Antonella Montano and Sara Vitali

LIVING WITH FIBROMYALGIA Psychological strategies for dealing with chronic pain

EVERYTHING YOU EVER WANTED TO KNOW ABOUT MENOPAUSE Psychological strategies for facing symptoms and diﬃculties

This book offers the most up-to-date scientific information regarding the characteristics, causes and possible treatment of fibromyalgia and accompanies readers step by step in a psychological self-help programme that will help them more effectively deal with pain, significantly improving their quality of life.

5+ PAGES: 198 ISBN 978-88-590-1880-3

€ 17,00

The stereotype of a woman who is able to be adequate in all situations while ignoring the existence of some completely natural symptoms prevents many women from tranquilly experiencing menopause. This book helps women understand the psychological mechanisms underlying their discomfort and stop feeling inadequate.

Antonella Montano and Sara Vitali

Nicola Marsigli

IRRITABLE BOWEL SYNDROME Dealing with colitis with cognitive behavioural therapy

MANAGING SOCIAL ANXIETY Strategies for controlling and dealing with shyness

Numerous studies have highlighted the decisive role of psychosocial factors in the origin and maintenance of this disorder. With simple but scientiﬁc language, illustrative examples and numerous exercises, this self-help manual accompanies the reader step-by-step on a path aimed at modifying behaviours and styles of thought that feed the problem, as well as managing the stress and diﬃculties caused by gastrointestinal symptoms.

Based on cognitive behavioural therapy, this book oﬀers a programme for bringing anxiety down to manageable levels. It starts with a short test which assesses the «temperature» of our anxiety; then strategies and practical exercises are presented, accompanied by detailed descriptions and worksheets to complete, in order to face anticipatory anxiety and postevent processing.

PAGES: 150 ISBN 978-88-590-1633-5

€ 17,00

Michele Giannantonio

D. Piacentini, D. Leveni, P. Michielin

AM I OK? Self-esteem and assertiveness

OVERCOMING DEPRESSION A cognitive-behavioural therapy programme

A self-help manual providing advice and suggestions on how to get the best out of our professional and personal relationships. This book is full of examples and exercises that will help discover the behaviours and thoughts which limit or disturb our social relations. It provides guidance on how to deal with life situations that can undermine our self-conﬁdence and teaches us to appreciate ourselves.

PAGES: 260

ISBN 978-88-590-1610-6

€ 16,00

Overcoming depression is diﬃcult, but possible, often without the help of medication. Cognitive-behavioural psychotherapy helps to modify the negative behaviour and the modes of dysfunctional thinking that trigger and maintain it. Through examples and exercises, this manual accompanies the reader step-by-step on a therapeutic path.

Arnaldo Pangrazzi

Gabriele Melli

PAIN IS NOT FOREVER Mutual help for bereavement and other losses

BEAT YOUR OBSESSIONS Understanding and dealing with Obsessive-Compulsive Disorder

This book is written for those who wish to use mutual help in supporting people who are going through vulnerability and suﬀering. The book oﬀers tools and examples of activities, practical examples, worksheets and tips for group activities, the book is useful both for professionals and anyone who has experienced loss and wishes to undertake a path of healing and sharing.

Obsessions and compulsions are aﬄicting a growing number of people. Sometimes they make life impossible for those suﬀering from the disorder and those around them. This book illustrates in detail the characteristics and possibilities of treatment and proposes a self-help programme based on the principles of cognitive behavioural therapy that is simple to implement.

PSYCHOLOGY | SELF-HELP

PAGES: 156

ISBN 978-88-590-1609-0

€ 16,00

Prefazione di Isabel Fernandez

I pazienti che soffrono di ritiro sociale sono allo stesso tempo poco capiti e mal curati. Questa psicopatologia è la risultante finale di un complesso di componenti che si combinano fra loro in misura differente e possono includere: ansia, depressione, anedonia, rejection sensitivity, problemi neurocognitivi, problemi nella mentalizzazione e nella social cognition, tendenza all’ideazione paranoide, disturbi del pensiero, sentimenti cronici di non appartenenza e non condivisione, carenze di abilità sociali. I primi cinque saggi di questo volume si propongono di fornire un quadro d’insieme di questa complessità. I cinque saggi della seconda parte sono invece maggiormente rivolti ai clinici e approfondiscono l’individuazione e la valutazione del ritiro sociale in differenti disturbi mentali. Rispondono a domande come: la presenza di ritiro sociale è il precursore di un disturbo o ne costituisce una parte? Sono riportati alcuni casi per spiegare le modalità di valutazione e trattamento. Il volume si chiude con un’appendice che passa in rassegna gli strumenti di valutazione utilizzabili dal clinico nei processi di diagnosi delle forme di ritiro sociale, sia nei pazienti affetti da disturbi psichici sia nel resto della popolazione.

TRAUMA INTERVENTION MANUAL Understand, evaluate and cure simple and complex PTSD This volume is a real user manual, addressed to the different professional figures (psychotherapists, psychologists, psychiatrists, clinical sexologists, doctors, educators, teachers), and a study guide or update for university and post-university students. The book gives the definition and analyzes the neurobiology of the spectrum of post-traumatic stress disorders, then it moves on to the physical, relational and psychopathological consequences of the trauma.

Procacci e Semerari

Antonella Montano and Roberta Borzì

Michele Procacci e Antonio Semerari (a cura di)

RITIRO SOCIALE Psicologia e clinica

RITIRO SOCIALE

Montano e Borzì

Antonella Montano e Roberta Borzì

MANUALE DI INTERVENTO SUL TRAUMA Comprendere, valutare e curare il PTSD semplice e complesso

MANUALE DI INTERVENTO SUL TRAUMA

Nel corso della storia dell’umanità, pochi concetti sono stati al centro della riflessione clinica ed esistenziale come quello di trauma. Nel linguaggio comune, si parla di trauma come di un’esperienza totalizzante, soverchiante, in grado di modificare la vita dell’individuo, uno spartiacque che separa nettamente il «prima» dal «dopo». In tale ottica il volume si connota come un vero e proprio manuale d’uso, rivolto alle diverse figure professionali (psicoterapeuti, psicologi, psichiatri, sessuologi clinici, medici, educatori, insegnanti), e di studio e aggiornamento per studenti universitari e postuniversitari. Il libro si articola in una prima panoramica in cui vengono analizzate la definizione e la neurobiologia dello spettro dei disturbi da stress post-traumatico (PTSD), spostandosi poi sulle conseguenze fisiche, relazionali e psicopatologiche — anche in termini di disturbi di personalità — del trauma. Gli ultimi due capitoli sono dedicati, infine, ai diversi approcci terapeutici evidence-based utilizzabili per curare il trauma semplice e complesso.

€ 24,50

€ 27,50

PAGES: 350 ISBN 978-88-590-1911-4

€ 27,50

PAGES: 352

ISBN 978-88-590-1912-1

€ 24,50

MINDFULNESS FOR ADHD AND NEURO-DEVELOPMENT DISORDERS Clinical application of Mindfulnessoriented Meditation – MOM PAGES: 140 € 20,00

This book has the primary purpose of describing in detail a training based on Mindfulness-oriented Meditation (MOM) and its positive neuropsychological, psychopathological and functioning outcomes in childhood.

PAGES: 148 ISBN 978-88-590-1489-8

€ 20,00

PAGES: 360 € 27,50

PAGES: 272 ISBN 978-88-590-1671-7

€ 25,00

This volume sheds light on the most recent aspects related to psychopathological disorders and related cognitive proﬁles, analyzing neurobiological aspects, the most accredited theories and the latest studies. Gioia Bottesi, Marta Ghisi and Silvia Cerea

TRICHOTILLOMANIA Diagnosis, assessment and integrated cognitive behavioural treatment

CLINICAL SEXOLOGY Models of intervention, diagnosis and integrated therapies

ISBN 978-88-590-1728-8

This psychopathology is the final result of a complex series of components that combine together to different degrees to produce the most varied disorders. The first part of this volume aims to provide an overview of this complexity. The second part of the book is predominantly aimed at clinicians, for the identification and assessment of social isolation in different mental disorders, clarifying whether the presence of social isolation constitutes a part of it, or is its precursor.

COGNITIVE PROFILES AND PSYCHOPATHOLOGICAL DISORDERS Neurobiological evidence, diagnosis, treatment

Vieri Boncinelli, Mauro Rossetto and Fabio Veglia

This book responds to the needs of various professional ﬁgures, such as clinical sexologists, doctors, psychologists, psychotherapists, educators, as well as students of graduate schools, degree courses and university master’s programmes.

SOCIAL ISOLATION Clinical psychology

Stefano Vicari, Silvia Di Vara and Annarita Milone

Deny Menghini and Cristiano Crescentini

ISBN 978-88-590-1773-8

Michele Procacci and Antonio Semerari

PAGES: 108

ISBN 978-88-590-1772-1

€ 21,00

Trichotillomania is still a little known disorder, although it is more widespread than one might imagine. Hence the need to equip patients and professionals with a tool that provides the relevant and necessary information to recognize, evaluate and manage a pathology that causes considerable suﬀering and limitations.

Claudio Sica and Gabriele Melli

Rosa Maria Quatraro and Pietro Grussu

FUNDAMENTALS OF PSYCHOLOGY AND COGNITIVE BEHAVIOURAL PSYCHOTHERAPY Clinical Models and Intervention Techniques

PERINATAL CLINICAL PSYCHOLOGY From theory to practice

The models and techniques of cognitive behavioural therapy are among the clinical psychology approaches that have been most successful. The aim of this book is to provide readers with a comprehensive overview of all models, and the strategies that derive from them, with particular attention to the implications of application and a wide range of practical examples.

PAGES: 560 ISBN 978-88-590-1590-1

€ 30,00

English language worldwide

15 chapters with a solid theoretical basis, with reports of multiple operational indications useful for daily clinical practice. Thanks to the contribution of some of the world’s leading experts and the breadth of the topics covered, this handbook is an excellent resource for all those wishing to discover more about the current scientiﬁc scenarios and applications related to psychological health during pregnancy and after childbirth.

PSYCHOLOGY | GUIDES

Gian Marco Marzocchi, Valentina Tobia

C. Cornoldi, R. De Beni, A. Moè, C. Meneghetti, M. Fabris, C. Zamperlin, G. De Min Tona

QBS 8-13 Questionnaires for evaluating school well-being and identifying risk factors

AMOS TEST – NEW EDITION Study ability and motivation: assessment and guidance for upper secondary schools and universities

PAGES: 166 + REGISTRATION PROTOCOLS ISBN 978-88-590-0899-6 | € 29,00 FROM RESEARCHERS OF THE UNIVERSITY

OF PADUA

FROM RESEARCHERS OF THE UNIVERSITY

OF PADUA

PAGES: 208 + CD-ROM + 30 ELABORATIONS ISBN 978-88-590-0507-0 | € 35,00

C. Cornoldi, R. De Beni, A. Moè, C. Meneghetti, M. Fabris, C. Zamperlin, G. De Min Tona

Maria Carmen Usai, Laura Traverso, Elena Gandolfi, Paola Viterbori

AMOS TEST – 8-15 Study ability and motivation: assessment and guidance for upper secondary schools and universities

FE-PS 2-6 Battery for assessing executive functions in pre-school age PAGES: 90 + PUPPETS + 2 BOXES ISBN 978-88-5901-310-5 | € 98,00

PAGES: 208 + CD-ROM + 30 ELABORATIONS ISBN 978-88-590-0507-0 | € 39,00

S. Caviola, G. Gerotto, D. Lucangeli, I. C. Mammarella

Paolo Gambini

AC-FL Fluency in calculation abilities for the second stage of primary school

TCS-A – TEST ON PASSING DEVELOPMENTAL TASKS IN ADOLESCENCE Sexuality, cognitive and social and relational abilities, and identity

PAGES: 88 + 3 PROTOCOLS A VERS. + 3 PROTOCOLS B VERS. + 6 NOTE SHEETS + 4 TRACING PAPER FOR FAST SCORE CALCULATION ISBN 978-88-590-1184-2 | € 29,50

PAGES: 120 + ASSESSMENT PROTOCOL ISBN 978-88-590-0847-7 | € 39,00

M. Gugliotta, P. S. Bisiacchi, M. Cendron, P. E. Tressoldi, C. Vio

C. Cornoldi, D. Lucangeli, M. Bellina

BVN Neuropsychological Assessment Battery

AC-MT Calculation abilities and problem solving assessment test

BVN 5-11 PAGES: 324 + CD-ROM ISBN 978-88-7946-719-3 | € 45,00

Germany, Ukraine

TEST AC-MT 6-11 PAGES: 177 + DVD-ROM ISBN 978-88-590-0067-9 | € 39,00

BVN 8-12 PAGES: 240 + CD-ROM ISBN 978-88-6137-444-7 | € 45,00

Ukraine

TEST AC-MT 11-14 PAGES: 248 + 4 QUESTIONNAIRES FOR EACH CLASS ISBN 978-88-7946-586-1 | € 39,00

FROM RESEARCHERS OF THE UNIVERSITY

OF PADUA

A. Biancardi, C. Nicoletti, C. Bachmann

C. Sica, L. R. Chiri, R. Favilli, I. Marchetti

BDE-2: DEVELOPMENTAL DYSCALCULIA BATTERY Tests for diagnosing numerical processing and calculation disorders in childhood – 8-13 years of age

Q-PAD Questionnaire for the assessment of psychopathology in adolescence

PAGES: 166 + 6 RECORD SHEETS + 16 NOTE SHEETS + 5 SHEETS OF TRACING PAPER FOR RAPID, EASY ASSESSMENT + CD-ROM ISBN 978-88-590-0778-4 | € 69,00

PSYCHOLOGY | ASSESSMENT

PAGES: 192 (GUIDE + QUESTIONNAIRES) ISBN 978-88-6137-879-7 | € 55,00 Spanish language worlwide

Social work 98 99 1��

DOMESTIC VIOLENCE AND CHILD PROTECTION ELDERLY CARE SOCIAL ESSAYS

SEZIONE# | #SEZIONE2

Maria Luisa Bonura

Facing gender-based violence Understanding and tackling violence against women

PAGES:330 ISBN 978-88-590-1229-0

€ 16,50

This book presents a concise yet in-depth look at the phenomenon of male violence against women, in its individual and social implications, and it provides professionals with suggestions for eﬀective professional intervention, analysing the opportunities and the relational competences needed to guide others in escaping violence and promoting a culture of gender equality and respect for diﬀerences. This book is dedicated to those who wish to understand what everybody can do and how the social work practitioners and other people involved in voluntary work can act in order to prevent abuse and promote paths to freedom. The book is supplemented with a series of in-depth accounts by women, whether victims of abuse and ill-treatment, or professionals working on the front line against gender violence.

PAGES: 120

ISBN 978-88-590-0970-2

€ 9,00

PAGES: 378 ISBN 978-88-590-1252-8

€ 24,00

Giammatteo Secchi

Valentina Calcaterra

WORKING WITH BIRTH FAMILIES OF OUT-OF-HOME CHILDREN

ADVOCACY FOR CHILDREN AND YOUNG PEOPLE Handbook for professional advocates

The book shows how real prospects of change can be encouraged in birth families when their children are placed in residential care. Social workers and youth workers can involve birth families deﬁning and implementing child care programmes. Drawn on the author’s several decades of experience in a children home, this book provides practical examples and advice on how social workers and youth workers can recognize the experiential knowledge of family members and involve them in participative projects for their children growth.

PAGES: 160 ISBN 978-88-590-0701-2

€ 19,00

This manual provides a conceptual framework and practical advice necessary for eﬀectively setting up the practice of advocacy in child protection, social services, in care home for children, in fostering and adoption and at school. The book targets not only professionals interested in directly carrying out the functions of spokesperson, but also all professionals working in child protection system -managers, social workers, policy makers and students looking to work in this sector.

Roberta Luberti and Caterina Grappolini

Annalisa Vicari and Lucia Monicchi

WITNESSING VIOLENCE, TRAUMATIC SEPARATION AND MULTIPLE MISTREATMENT Protection and care programmes for children and adults

THE LAND OF CHILD PROTECTION Worksheets and programmes for psychological intervention with abused and neglected children

Conflictual separation, domestic violence, witnessing violence and family loss are all complex events that can be difficult to process without the support of a targeted psychotherapeutic intervention. The book tackles these kinds of phenomena, starting with conceptual definitions and going on to trace a «map» of how widespread the culture for treating traumatic events is in Italy, with specific attention paid to the referral of victims, whether adults or children. Restorative programmes are also presented, illustrating potential therapies and analysing in-depth the proven efficacy of the EMDR (Eye Movement Desensitization and Reprocessing) approach.

PAGES: 218

ISBN 978-88-590-0832-3

€ 23,00

SOCIAL WORK | DOMESTIC VIOLENCE AND CHILD PROTECTION

This book enables professionals to accompany children in their understanding of what they have experienced and what they are experiencing, with the aim of helping them find the best way to overcome their trauma. The book contains a brief theoretical introduction and a wide selection of worksheets, which covers different phases. Each activity requires the participation of the child, who is asked to draw, tell a story and answer important questions, allowing a personalised «logbook» to be created. A precious, everyday tool that targets psychologists, child neuropsychiatrists, social workers, youth workers, teachers, criminal investigation officers and also foster and adoptive parents.

Arianna Ferrari, Donata Gollin, Anna Peruzzi, Donata Gollin, Cristina Ruaro, Anna Peruzzi and Maria Elisabetta Perin

A gym for the mind

OF PADUA

Vol. 1 – Cognitive stimulation for cerebral aging and dementia Vol. 2 – New exercises of cognitive stimulation for cerebral aging and dementia Vol. 3 – Cognitive-communicative activation programme for cognitive decline

VOLUME 1 PAGES: 314

The result of a cognitive stimulation programme developed by the University of Padova, addressed to patients with mild to moderate cognitive impairment, their families and all those who want to deal with people aﬀected by consequences of brain aging on the various mental functions. The proposed activities are useful to slow the progression of cognitive decline and beneﬁt of a better quality of life, for both the patient and the ones who care.

R. Pezzati, R. Ballabio, L. Curia, V. Molteni, A. Maggi, E. Contento, E. Spolidoro, M. Durante, P. Colombo

PAGES: 174 € 22,00

PAGES: 320 ISBN 978-88-590-0830-9

€ 22,00

The book presents a complete group programme and activities useful for a variety of professionals in diﬀerent contexts (nursing homes, residential homes, adult day care centres).

PAGES: 320 ISBN 978-88-590-1501-7

€ 23,00

€ 19,80

ISBN 978-88-6137-743-1 | € 22,00

VOLUME 3 PAGES: 388

ISBN 978-88-590-1821-6 | € 22,00

This book presents a programme which, thanks to a structured, selective and continuous programme, helps prevent the loss of, or limits alterations in speciﬁc intellectual abilities in adults and elderly people. A useful tool for the workers who take care of the elderly or for those who need cognitive rehabilitation.

Laura Pedrinelli Carrara

Elena Grandi

AN ACTIVE MIND A cognitive stimulation programme for the elderly

BUILDING A LIFE STORY FOR PEOPLE WITH DEMENTIA Practical activities for stimulating residual cognitive functions

A programme of cognitive stimulation for the elderly through the use of hundreds of exercises and activities divided into 8 sections, through which the person is stimulated not only on a strictly cognitive level but also on a sensorial and emotional level.

PAGES: 160 ISBN 978-88-590-1016-6

€ 22,00

The book offers a battery of interesting and meaningful exercises and activities, which can be useful for preserving or recovering mnestic eﬃciency, after a loss caused by pathological events, accidents, etc. With examples taken from daily life, the book aims to stimulate awareness and control over cognitive functions.

The book presents, in a clear, practical way: • how to rebuild patients’ life stories; • a series of activities focusing on stimulating cognitive functions, dexterity and selfesteem in elderly people.

Laura Pedrinelli Carrara

STIMULATING ACTIVITIES WITH THE ELDERLY Improving cognitive, social and relational skills

THE MEMORY OF THE ELDERLY A guide to maintaining its eﬃciency

ISBN 978-88-7946-666-0

VOLUME 2 PAGES: 392

COGNITIVE CIRCUIT TRAINING Training for strengthening intellectual abilities in adults and elderly people

Elena Cavallini, Guido Amoretti, Ornella Andreani Dentici

PAGES: 196

ISBN 978-88-6137-123-1 | € 22,00

Laura Pedrinelli Carrara

ELDERLY EMOTIONAL WELLBEING PROGRAMME Games and activities for getting to know, express, and handle emotions ISBN 978-88-590-1528-4

FROM RESEARCHERS OF THE UNIVERSITY

PAGES: 306

ISBN 978-88-590-0422-6

€ 22,00

This book, which has been shaped out of real experiences in a residential care home, is a practical, complete manual aimed at improving the welfare of elderly people through the development of cognitive abilities or the maintenance of residual intellectual abilities.

SOCIAL WORK | ELDERLY CARE

PAGES: 232 + DVD ISBN 978-88-590-0960-3

€ 17,50

PAGES: 246

ISBN 978-88-590-0489-9

€ 23,00

PAGES: 108 ISBN 978-88-590-0178-2

€ 9,00

100

Francesco Messia and Chiara Venturelli

Alberto Camuri

COMMUNITY WELFARE Participation, social inclusion and community

MANAGEMENT FOR A GOOD LIFE

The book provides a collection of contributions originating from various backgrounds and places – a social farm, social services, public service employment target, health services – and proposes a change in our cultural and economic model. Community is put at the centre and can become a solution for optimising resources and quality of life through new types of exchange and collaboration, which are not limited to simply «tolerating» diversity but valorise it, instead. Community welfare needs to be perfected with existing institutions, as an open system capable of facing the challenges the future holds.

PAGES: 174 ISBN 978-88-590-0856-9

€ 24,50

The global crisis has highlighted the failure of the dominant managerial approach, both in the for-proﬁt and voluntary sector. The author challenges the managerial model which is centred solely on performance, conscious that an exclusively performance-based approach can also produce results, but only in the short term. The «good life manager» described in this book is capable of listening and facilitating relationships, maintaining behaviour geared towards a genuine relational approach, exerting power as responsibility. The book shows how we can not only think about but also practice a «humanistic» economy where moderation and moral sense remain the driving values.

Marcello D’Amico

Fabio Folgheraiter

PROJECT MANAGEMENT FOR EU FUNDED PROJECTS Methodologies and tools to access and manage EU Funding 2014-2020

DO NOT DO UNTO OTHERS Wellbeing in a less unjust society

The manual offers a theoretical and practical framework to enhance the knowledge and understanding of the new financial priorities of the funding period 2014-2020. It contains very effective tools: a map of the new financial opportunities, a presentation of the new regulations on European Structural and Investment Funds; 19 fact-sheets on financial programmes directly managed by the European Commission. The manual provides useful guidance on the Logical Framework Approach and support for the different stages of Project Cycle Management. It focuses on key tools and practical cases to sustain an effective and practical approach to the development and implementation of EU projects.

PAGES: 168 ISBN 978-88-590-0502-5

€ 12,00

The economic crisis, which hit Europe in 2008 has brought to light the topic of social injustice. Without reforms, the equity imbalances in relations at all levels, both in the economic and social sectors, are deepening and they represent a potential detonator for further degradation of social cohesion. Respecting the golden rule (do not do unto others what you do not want others to do unto you) today more than ever appears as a lighthouse which should illuminate policies and civic will in view of a sober and sustainable wellbeing. The essays included in this collection identify, in particular, the possible role of social policy makers, at various levels, as possible facilitators of constructive and regenerating social relations.

Fabio Folgheraiter

OUR SISTER CRISIS The richness of poor welfare

FOUNDATIONS OF RELATIONAL SOCIAL WORK METHOD The social logic of helping

A crisis always puts an end to an agony and redeﬁnes the course of possibilities, generating new systems which can, without a doubt, be worse than the previous ones, but also better. This small book helps us reﬂect on the unexpected opportunities which open up when faced with the obvious unsustainability of provisions of social welfare based on economic resources. Before this, it demonstrates the fragility of subconscious redeeming attitudes which are often harboured in the souls of social workers, service managers and policy makers.

SOCIAL WORK | SOCIAL ESSAYS

PAGES: 644 ISBN 978-88-6137-896-4

€ 38,00

Through a powerful conceptual analysis, this book provides the language and the logical tools to lay the foundations for a general theory of social help, from which an original social work method named Relation Social Work is developed. Its scope is both theoretical and practical and describes applications in several areas of social work. This method promotes trust and the sharing of knowledge, namely the foundations of empowerment.

The «eleven steps» of the RSW method Social workers who want to offer help in situations of human discomfort can actively follow these strategic “eleven steps” inspired by the principles of networking, experiential knowledge, co-responsibility, reciprocity and participation Fabio Folgheraiter

A manifesto of the Relational Social Work Method

PAGES: 126

With the aim of stimulating epistemological reflection on the meaning of Social Work, Fabio Folgheraiter draws up a Manifesto of synthetic axioms and corollaries. The intent is to relaunch a foundational debate around a different paradigm of care. Stretching from the guideline/facilitation technical skills to experiential ones; from institutional networks to direct relational aid; from the models of the welfare state to the logic of governance, this small book condenses useful suggestions for all readers interested in understanding how can be social assistance systems in their community more human and more efficient at the same time.

Fabio Folgheraiter Professor of Social Work Methodology at the Catholic University of Milan, where he coordinates the PhD in “Social work and personal social services”. He also coordinates the Relational Social Work Research Centre. Co-founder of Centro Studi Erickson.

ISBN 978-88-590-1523-9

€ 14,00

1. Personal attitude

2. Help/mutual help

5. Informal helping network

4. Parity

3. Reciprocity

6. Formal helping network

7. Revival

8. Why me?

11. Thanking others

10. Clarity

9. Acceptance JOURNAL

Fabio Folgheraiter

THE MYSTERY OF SOCIAL WORK A critical analysis of its Global Deﬁnition and new suggestions from Relational theory

PAGES: 116 ISBN 978-88-590-0072-3

€ 9,00

An inquiry into the meaning of social work: this is the aim of the present book published both in English and in Italian. The volume has the ambition to analyze the «mystery» of social work, i.e. the impossibility to deﬁne it in one simple sentence.

April 2018

Relati nal S cial W rk

Editor in chief: Fabio Folgheraiter

RELATIONAL SOCIAL WORK An international peer reviewed journal that analyses and promotes the relational approach in Social Work and in related areas of social policy, social welfare, social development and human services, by publishing refereed papers on key issues in Social Work. The journal aims to be an international forum for the publication and dissemination of participatory research and debate about best practices in Relational Social Work.

SOCIAL WORK | SOCIAL ESSAYS

101

Index #

CREATIVITY WORKSHOPS FOR AUTISM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

30 10 IN SCIENCE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

10 THINGS THAT EVERY PERSON WITH DOWN’S SYNDROME

DEVELOPING CONCENTRATION AND SELF-REGULATION – SERIES . . . . . .

74 11 FABLES BETWEEN THE LINES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 150 GAMES IN MOVEMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 150 LOGIC-PERCEPTION GAMES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

DEVELOPING GEOMETRICAL COMPETENCES VOL.1 . . . . . . . . . . . . . . . . . . . . . . .

7 DAYS WITH RICCIO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

WANTS YOU TO KNOW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

96 96 ADHD AND HOMEWORK. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 ADHD AT SCHOOL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 ADVOCACY FOR CHILDREN AND YOUNG PEOPLE . . . . . . . . . . . . . . . . . . . . . . . . . 98 A FABLE FOR ALL THOSE WHYS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 A GYM FOR THE MIND – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 ALFA READER 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 A MANIFESTO OF THE RELATIONAL SOCIAL WORK METHOD . . . . . . . . . . . . 101 AM I OK?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 AMOS TEST – 8-15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 AMOS TEST – NEW EDITION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 AN ACTIVE MIND. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 AN ENTIRELY DIFFERENT STORY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 ARGUING TO GROW. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 ARGUING WITH TECHNIQUE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 AROUND THE WORLD IN 80 DAYS OF HOMEWORK – SERIES . . . . . . . . . . . . . 54 AC-FL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AC-MT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A SPACESHIP FULL OF...DRAWINGS, GAMES,

28 75 A THOUSAND AND ONE FAMILIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 A THOUSAND AND ONE STORIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 AT SCHOOL WITH NO RUCKSACK. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 AUTISM AND PERSONAL AUTONOMY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 AUTISM SPECTRUM DISORDERS IN ADOLESCENCE AND ADULTHOOD. . . . 78 A WORKBOOK FRIEND – SERIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 AND PRE-WRITING ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A SPECIAL NORMALITY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

96 94 BEING INCLUSIVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 BRAIN TEASER GAMES – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 BREAKING DOWN PROBLEMS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 BREAKING DOWN PROBLEMS WITH A CALCULATOR. . . . . . . . . . . . . . . . . . . . . . . 22 BUILDING A LIFE STORY FOR PEOPLE WITH DEMENTIA. . . . . . . . . . . . . . . . . . . 99 BUILDING AND DEVELOPING PRE-ALPHABETIC SKILLS . . . . . . . . . . . . . . . . . . . . 29 BVN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 BDE-2: DEVELOPMENTAL DYSCALCULIA BATTERY. . . . . . . . . . . . . . . . . . . . . . . . . .

BEAT YOUR OBSESSIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

C CALCULATION AND NUMBER DISORDERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CAPRICIOUS CURLY AND PERFECT BETTY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

65 83

CERTIFICATION OF COMPETENCES

46 79 CLINICAL SEXOLOGY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 COGNITIVE CIRCUIT TRAINING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 COGNITIVE PROFILES AND PSYCHOPATHOLOGICAL DISORDERS. . . . . . . . 95 COMMUNITY WELFARE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 IN KINDERGARTEN AND PRIMARY SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CLASSIC TALES WITH AAC – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

COMPETENCE TESTS, REAL-LIFE TASKS AND ASSESSMENT INDEXES –

46 57 COPING POWER IN PRE-SCHOOL (TEACHER’S KIT). . . . . . . . . . . . . . . . . . . . . . . . 92 COPING POWER IN PRIMARY SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 COPING POWER IN SECONDARY SCHOOL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 MATHEMATICS – PRIMARY SCHOOL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

COOPERATIVE LEARNING IN PRACTICE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

70 35 DEVELOPING GEOMETRICAL COMPETENCES VOL.2 . . . . . . . . . . . . . . . . . . . . . . . 35 DEVELOPING INTELLIGENCE FOR PRIMARY SCHOOL . . . . . . . . . . . . . . . . . . . . . . 30 DEVELOPING PREREQUISITES FOR PRIMARY SCHOOL. . . . . . . . . . . . . . . . . . . . . 30 DEVELOPING THOUGHTS WITH INTELLECTUAL DISABILITIES. . . . . . . . . . . 75 DIARIO START – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 DIFFERENTIATED TEACHING FOR INCLUSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 DISTRACTED AND HYPERACTIVE CHILDREN: PARENT TRAINING. . . . . . . . . 71 DOMINOPLAY – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 DO NOT DO UNTO OTHERS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 DRAGONDADO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

65 87 EASY SCIENCE FOR PRIMARY SCHOOL – SERIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 EDUCATING IN REASONING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 EFFECTIVE STUDY FOR STUDENTS WITH LEARNING DISABILITIES. . . . . . . 64 ELDERLY EMOTIONAL WELLBEING PROGRAMME. . . . . . . . . . . . . . . . . . . . . . . . . . . 99 EMOTIONAL COMPETENCE IN CHILDREN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 ENGLISH IS FUN! – VOLUME 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 ENGLISH IS FUN! – VOLUME 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 ERICKSON GUIDES – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 EQUIVALENCE MAXI. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 EVEN OGRES ARE AFRAID. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 EAGLES ARE BORN TO FLY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

EASY CLASSICS – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

EVERYTHING YOU EVER WANTED TO KNOW ABOUT MENOPAUSE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

66 98 FANTASTIC THOUGHTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 FEELINGS IN MOTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 FE-PS 2-6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 FIFTH CLASS MATHS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 FIRST ARITHMETIC PROBLEMS – VOLUME 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 FIRST ARITHMETIC PROBLEMS – VOLUME 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 FIRST LEAPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 FIRST LEAPS IN READING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 FIRST LEAPS IN READING – SERIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 FIRST LEAPS IN READING ALPHABET WALL POSTER . . . . . . . . . . . . . . . . . . . . . . . 25 FIRST LEAPS MAXI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 FIRST MAPS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 FIRST PHRASES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 FIRST STORIES NURSERY SCHOOL – VOLUME 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 FIRST STORIES NURSERY SCHOOL – VOLUME 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 FLIPPED CLASSROOM – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 FOOD SELECTIVITY IN THE AUTISM SPECTRUM DISORDER. . . . . . . . . . . . . . . 78 FOUNDATIONS OF RELATIONAL SOCIAL WORK METHOD . . . . . . . . . . . . . . . . 100 FOURTH CLASS MATHS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 FRACTIONS AND DECIMALS IN PRACTICE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 FUNCTIONAL ANALYSIS OF BEHAVIOUR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 FACILITATING TEXT COMPREHENSION WITH HELP-CARDS. . . . . . . . . . . . . . .

FACING GENDER-BASED VIOLENCE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

FUNDAMENTALS OF PSYCHOLOGY AND COGNITIVE BEHAVIOURAL PSYCHOTHERAPY . . . . . . . . . . . . . . . . . . . . . .

90 49 GEOMETRY WITH PAPER – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 GOOD NIGHT CHILDREN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 GAMES AND ACTIVITIES ON EMOTIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GEOFORCE SPECIAL AGENTS – SERIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

OUR SISTER CRISIS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

HIGH INTELLECTUAL POTENTIAL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

62 HYPERMAPS 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

OVERCOMING DEPRESSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PAIN IS NOT FOREVER. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

94 28 PARENT TRAINING IN AUTISM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 PERINATAL CLINICAL PSYCHOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 PERSONALISED COOPERATIVE LEARNING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 PERSONALISED TESTS – SERIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 PHILOSOPHICAL RIDDLES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 PLAYFUL LEARNING – SERIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

I’M WILD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

84 I’LL DO IT!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 IMPROVING FINE MOTOR SKILLS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 IRRITABLE BOWEL SYNDROME . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 ITALIAN WITH THE ANALOGICAL METHOD – SERIES. . . . . . . . . . . . . . . . . . . . . . . 26 I WANT TO BE NUMBER 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

PAPER, SCISSORS AND APPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PLAYING AND COGNITIVE REINFORCEMENT

66 LEARNING IN AUTISM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 LEARNING TIMES TABLES USING THE ANALOGICAL METHOD. . . . . . . . . . . . 20 LEARNING WITH LAPBOOKS – SERIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 LEARNING WITH LAPBOOKS – THE ENGLISH LANGUAGE . . . . . . . . . . . . . . . . . 48 LEARNING WITH VIDEO MODELLING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 LET ME GROW UP IN PEACE!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 LET’S HELP THEM LEARN – NURSERY SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 LET’S HELP THEM LEARN – PRIMARY SCHOOL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 LET’S LEARN HOW TO SOLVE GEOMETRY PROBLEMS. . . . . . . . . . . . . . . . . . . . . 35 LET’S PLAY WITH ENGLISH. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 LET’S TURN THE SCHOOL UPSIDE-DOWN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 LIFE SKILLS EDUCATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 LIVING WITH FIBROMYALGIA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 LOGICAL BLOCKS MAXI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 LOGIC MYSTERIES – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 LANGUAGE DISORDERS AND PSYCHOMOTOR INTERVENTION. . . . . . . . . . .

57 80 MANAGEMENT FOR A GOOD LIFE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 MANAGING SOCIAL ANXIETY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 MAPS WORKSHOP. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 MAKING INFERENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . MAKING UP STORIES AND BOOKS WITH AAC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

100 94

29 12 PLAYTOGETHER – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 POSITIVE PARENTS, STRONG CHILDREN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 PREVENTION AND TREATMENT OF DYSCALCULIA. . . . . . . . . . . . . . . . . . . . . . . . . . 65 PROJECT MANAGEMENT FOR EU FUNDED PROJECTS . . . . . . . . . . . . . . . . . . . . . 100 PUT YOURSELF IN MY SHOES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 PUZZLE ENGLISH. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 PYTHAGOREAN CALCULATIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 IN CHILDHOOD – THEORY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PLAYING TO GROW – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Q QBS 8-13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Q-PAD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

96 96

90 90 READING AND COMPREHENSION WITH IMAGES. . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 READING, LISTENING, UNDERSTANDING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 READY TO LEARN? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 RISOLINA’S TREASURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 RATIONAL-EMOTIVE BEHAVIOUR THERAPY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

RATIONAL-EMOTIVE EDUCATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

29 75 METAMEMORY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 MINDFULNESS FOR ADHD AND NEURO-DEVELOPMENT DISORDERS . . . 95 MINI GRAMMAR MYSTERIES – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 MINI SPELLING DETECTIVE STORIES – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 MONSTER ENGLISH – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 MONTESSORI FROM A TO Z. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 MONTESSORI MEETS…. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 MOVE OVER, I’M COMING!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 MULTIPLICATION TABLES AND ARITHMETICAL DIFFICULTIES . . . . . . . . . . . . 65 MUMMY’S MAGNET. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 MY FIRST LAPBOOK. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 MY HEART IS A STRAWBERRY SLUSH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

83 64 SEXUAL AND EMOTIONAL EDUCATION WORKSHOP. . . . . . . . . . . . . . . . . . . . . . . 93 SEXUALITY AND INTELLECTUAL DISABILITY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 SIBLINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 SIX LITTLE PIXIES BETWEEN THE LINES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 SIX LITTLE PIXIES IN MY HEART. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 SIX LITTLE PIXIES IN MY HEART AGES 3-6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 SKILLS IN ACTION! – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 SLD AND HOMEWORK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 SOCIAL ISOLATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 SOLIDS ON THE FLY WITH STRAWS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 SPACE MISSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 SPEECH THERAPY IN CHILDHOOD AND ADOLESCENCE – SERIES. . . . . . . . 67 SPORT, CAMPUS AND INCLUSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 STIMULATING ACTIVITIES WITH THE ELDERLY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 STORIES OF EXTRAORDINARY DYSLEXIA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 STORIES WITH AAC – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 STORK? WHAT STORK?!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 STUDYING WITH SUMMARIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 SUPER VICTOR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

NO CUDDLES FOR GUSTAVO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TABLET OF ENGLISH RULES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

MATHEMATICS THROUGH COMPETENCES

SCHOOL TIME. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

46 MAXI READING KEYBOARD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 ME AFTER YOU. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 MEMOPLAY – SERIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 MEMO STEAL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

SCHOOL WELL-BEING IN STUDENTS WITH SLD . . . . . . . . . . . . . . . . . . . . . . . . . . . .

FOR LOWER SECONDARY SCHOOL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

METACOGNITION AND AN INTRODUCTION TO READING AND WRITING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

METACOGNITIVE TRAINING FOR INTELLECTUAL DISABILITIES. . . . . . . . . . .

83 NUMBERS AND SPACE(5-7 YEARS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 NUMERICAL INTELLIGENCE – SERIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 NURSERY SCHOOL WITH THE MONTESSORI METHOD. . . . . . . . . . . . . . . . . . . . 59

93 62 OUR CHILD IS AUTISTIC. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 OUR CHILD IS DYSLEXIC. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 ONCE UPON A TIME THE FIRST TIME . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

OPEN TEACHING AND INCLUSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

45 38 TABLOTTO 4-6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 TABLOTTO 6-8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 TABLOTTO ENGLISH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 TACTOO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 TCS-A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 TEACHER LARISSA’S BRIEFCASE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 TEACHER LARISSA’S MATHEMATICS BRIEFCASE . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 TEACHING CHILDREN WITH AUTISM SPECTRUM DISORDERS . . . . . . . . . . . . 77 TABLET OF MATHS RULES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

49 91 TEXT COMPREHENSION WITH TEMPORAL SEQUENCING – VOLUME 1. 58 TEXT COMPREHENSION WITH TEMPORAL SEQUENCING – VOLUME 2. 58 THE ABA-VB MANUAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 THE ABC OF MY EMOTIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 THE ADVENTURES OF CIRIPÒ THE CAT – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 THE ANALOGICAL METHOD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 THE ART OF NEGOTIATING WITH YOUR CHILDREN. . . . . . . . . . . . . . . . . . . . . . . . 88 THE BRIEFCASE FOR STARTING OFF... FIRST GRADE. . . . . . . . . . . . . . . . . . . . . . . . 32 THE BRIEFCASE FOR STARTING OFF...RIGHT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 THE BUBBLE MAN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 THE CARD MAGICIAN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 THE CASE OF ENGLISH RULES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 THE CASE OF MATHS RULES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 THE ESSENTIALS – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 THE EURO’S SAFE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 THE GEOGRAPHER’S BRIEFCASE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 THE GUESS WHAT BRIEFCASE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 THE HEAD LOST IN FAIRY TALES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 THE HOUSE OF 1000 WALL POSTERS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 TEACHING COMPETENCES WITH LAPBOOKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TEACHING THE RULES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

THE INCLUSIVE NURSERY SCHOOL

75 51 THE KAMISHIBAI OF MARILÚ AND THE FIVE SENSES. . . . . . . . . . . . . . . . . . . . . . . 31 THE LAND OF CHILD PROTECTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 THE LAND OF ORIGAMI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 THE LINE OF 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 THE LINE OF 20 MAXI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 THE LINE OF 100 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 THE LINE OF 100 MAXI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 THE LINE OF 1000 AND OTHER CALCULATION TOOLS . . . . . . . . . . . . . . . . . . . . 21 THE MATHEMATICS WORKSHOP – VOLUME 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 THE MATHEMATICS WORKSHOP – VOLUME 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 THE MATHEMATICS WORKSHOP BRIEFCASE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 THE MEMORY OF THE ELDERLY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 THE MONTESSORI METHOD TODAY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 THE MYSTERY OF SOCIAL WORK. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 THE NARRATOR’S BRIEFCASE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 THE REWARDS BRIEFCASE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 THE STORY OF MARILÙ AND THE FIVE SENSES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 THE WEB IS OURS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 THE WIND TAMER. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 THIS IS HOW YOU ARE MADE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 THIS IS HOW YOU WERE BORN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 TINKERING, CODING, MAKING FOR CHILDREN AGES 4 TO 6 . . . . . . . . . . . . . . 47 TINKERING, CODING, MAKING FOR CHILDREN AGES 6 TO 8 . . . . . . . . . . . . . . 47 TRACKO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 TRAINERS GREEN WITH ENVY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 TRAINING ATTENTION IN PRE-SCHOOL AGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 TRAINING SOCIO-PRAGMATIC SKILLS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 TRAUMA INTERVENTION MANUAL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 TRAVELLING FROM THE EARTH TO THE MOON . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 TRICHOTILLOMANIA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 AND CHILDREN WITH DISABILITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

THE ITALIAN WORKSHOP BRIEFCASE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

U UNDERSTANDING AND MANAGING TIME . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . UNDERSTANDING AND SUMMARISING TEXTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

64 58

88 4 WHAT STORY ARE YOU GOING TO TELL ME TODAY?. . . . . . . . . . . . . . . . . . . . . . 82 WHERE ARE THE ANIMALS? – SERIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 WHO IS AFRAID OF MATHEMATICS? – SERIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 WE ARE HERE FOR YOU. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WHAT DO ANIMALS DO? – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

WITNESSING VIOLENCE, TRAUMATIC SEPARATION

98 98 WORKING WITH THE FAMILIES OF CHILDREN WITH AUTISM. . . . . . . . . . . . . 78 AND MULTIPLE MISTREATMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

WORKING WITH BIRTH FAMILIES OF OUT-OF-HOME CHILDREN. . . . . . . . .

WORKSHOP FOR DEVELOPING ATTENTION

28 58 WORKSHOPS FOR AUTONOMY – SERIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 WORKSHOP TO INCREASE ATTENTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 WORLD (WEB) WISE ADOLESCENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 AND COGNITIVE ABILITIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

WORKSHOP FOR PRODUCING WRITTEN TEXT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Y YOU BECOME A WRITER. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Z ZOOM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

58 16