Dal sentire al pensare: percezioni, emozioni e metacognizione

Abstract

Abstract: This paper presents an educational experience developed in early childhood settings and later extended across school levels, integrating psychomotor activities and age-appropriate yoga practices to support body awareness, emotional regulation and relationships. The experience is interpreted through embodied approaches, according to which cognitive processes are grounded in perceptual and motor systems and in situated interaction with the environment. Particular attention is given to narrative yoga, breathing, relaxation and paired activities as opportunities to foster listening, trust, attention and the verbalization of lived experience. School-based observations suggest that children progressively became more familiar with silence, intentional movement and the recognition of bodily sensations. These findings are pedagogical and observational rather than experimental and therefore do not support causal claims. Nevertheless, they are consistent with research describing school-based yoga as a promising practice for attention and self-regulation, while also highlighting the need for more rigorous studies.

Keywords: body awareness; emotional regulation; embodied cognition; metacognition; yoga in education