New teaching approaches: Tailoring activies to the needs of the mind

In recent decades it has become evident that the transmission of culture and the construction of knowledge can no longer be done by the traditional method of the frontal lesson but must involve learners actively and collaboratively in the learning process and in the co-construction of knowledge. Cognitive-constructivist psychology greatly contributed to understanding the functioning of the mind, which suggests creating active methodologies that respect and enhance cognitive functions that are suitable for the level of cognitive development of the child in the zone of proximal development. Several authors agree with models which consider the learning process proceed on three successive levels: the first linked to action, manipulation andimitation; the second is the iconic one (mental images) which serves to teach concepts and principles that help create images in the mind; the third is the symbolic model, represented by language. The three models are linked and interdependent: the symbolic skills are based on the active and iconic ones.