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Il «Fenix»: un progetto nella scuola dell’infanzia e primaria per contrastare gli effetti della deprivazione socio-culturale

Cristina Coggi, Paola Ricchiardi


«Fenix»: A Preschool and Primary School Project to Fight the Effects of Socio-Cultural Deprivation

Many studies have shown the spreading of serious learning difficulties in socio-culturally disadvantaged children and the effects of those on their personal and social development. Expecially in the developing countries, this phenomenon is generalized and the school by itself can hardly encourage the resilience of the most underprivileged ones. In our contexts educational issues, more circumscribed, have taken different new forms, mainly related to the effects of emigration and the impacts of economic recession. In both situations, international research stresses the need to act as quickly as possible to prevent student failure, which can affect cognitive development, learning motivation and performance expectations, and lead to long-term effects of social exclusion. Starting from early schooling, action must be taken in order to work on the powerful resilience factors such as cognitive processes and the socio-affective variables favoring success. The present study illustrates a project («Fenix») started experimentally in Brazil, Salvador and in the Italian region of Piedmont. It is a complex action aimed at enhancing learning strategies, developing basic skills necessary to carry on in education, and promoting self-confidence in children’s own possibilities of success, through a game-like approach to learning. The project uses concrete play materials in preschools and in the primary schools mainly digital games, focused on basic subjects like mathematics and language as well as cognitive processes.


Children at risk; Cognitive education; Disadvantaged children; Learning motivation; Software; Bambini a rischio; Educazione cognitiva; Motivazione all’apprendimento; Software didattico; Svantaggio

Full Text:



Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University

Executive Editor: Gaetano Domenici - Managing  Editor: Valeria Biasci
Editorial Board: Giuditta Alessandrini - Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb  - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano  - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli 
Editorial Secretary:
Nazarena Patrizi