Area report

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The project

Games and digital instruments:
together, they help to learn

This project arises from two facts.
The first is that, through games, human intelligence has proven to develop its basic functions to the utmost. The second is that, to date, digital instruments are one of the main channels of communicative mediation.
The aim of the project is to help children in their cognitive development using games and digital platforms together with the most important figures in the world: mom and dad.

Games have unparalleled power to stimulate cognitive activity

The metaphor of the included middle: the role of parents

The metaphor of the included middle helps understand how educational aids work in developing children's cognitive functions. Just as the spoon by mixing sugar and coffee facilitates and speeds up the transformation process, allowing us to drink that wonderful beverage sooner, so games catalyse cognitive and emotional functions in learning.
Parents and teachers have the same role: to facilitate and speed up the processes of maturation and optimization of learning.
The brain responds according to the stimuli it is given: it is therefore essential to be aware of the importance of one's own intervention and to carry it out it in the best possible way.

We must be like the spoon

Numerical intelligence is innate

Already at birth, a baby recognizes quantity, long before he can name it with words. Scientific studies have shown that, for example, when a child is just a few days old, in his mother's arms, he already recognizes 1, and at the father's arrival, 1 + 1, and then, when the nurse arrives, 1 + 1 + 1. Recognizing quantities - the basis for counting - is an innate capacity, developed over the millions of years of our species' evolution. A capacity that was very useful for understanding, for example, where there was more food or where there were fewer dangers (is it better to encounter one lion or three?) and that was passed down by our ancestors. Thanks to these innate abilities that enable us, for instance, to identify 3 items (three people, flowers, cell phones, etc.) at a glance, without even counting them, it is easier for small children to learn numbers and their meaning, contrary to what people think. As long as you use strategies that take into account the capacity and development of the child's mind.

Numerical intelligence functions by analogy and develops well before verbal intelligence