{"version":"1.0","provider_name":"Rivista del metodo didattico Galileo for Education","provider_url":"https:\/\/galileoeducational.net\/rivista","author_name":"Umberto Bertolini","author_url":"https:\/\/galileoeducational.net\/rivista\/author\/umberto\/","title":"Gli sutomatismi - Rivista del metodo didattico Galileo for Education","type":"rich","width":600,"height":338,"html":"<blockquote class=\"wp-embedded-content\" data-secret=\"p0ZDuExVim\"><a href=\"https:\/\/galileoeducational.net\/rivista\/gli-sutomatismi\/\">Gli sutomatismi<\/a><\/blockquote><iframe sandbox=\"allow-scripts\" security=\"restricted\" src=\"https:\/\/galileoeducational.net\/rivista\/gli-sutomatismi\/embed\/#?secret=p0ZDuExVim\" width=\"600\" height=\"338\" title=\"&#8220;Gli sutomatismi&#8221; &#8212; Rivista del metodo didattico Galileo for Education\" data-secret=\"p0ZDuExVim\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" class=\"wp-embedded-content\"><\/iframe><script type=\"text\/javascript\">\n\/* <![CDATA[ *\/\n\/*! This file is auto-generated *\/\n!function(d,l){\"use strict\";l.querySelector&&d.addEventListener&&\"undefined\"!=typeof URL&&(d.wp=d.wp||{},d.wp.receiveEmbedMessage||(d.wp.receiveEmbedMessage=function(e){var t=e.data;if((t||t.secret||t.message||t.value)&&!\/[^a-zA-Z0-9]\/.test(t.secret)){for(var s,r,n,a=l.querySelectorAll('iframe[data-secret=\"'+t.secret+'\"]'),o=l.querySelectorAll('blockquote[data-secret=\"'+t.secret+'\"]'),c=new RegExp(\"^https?:$\",\"i\"),i=0;i<o.length;i++)o[i].style.display=\"none\";for(i=0;i<a.length;i++)s=a[i],e.source===s.contentWindow&&(s.removeAttribute(\"style\"),\"height\"===t.message?(1e3<(r=parseInt(t.value,10))?r=1e3:~~r<200&&(r=200),s.height=r):\"link\"===t.message&&(r=new URL(s.getAttribute(\"src\")),n=new URL(t.value),c.test(n.protocol))&&n.host===r.host&&l.activeElement===s&&(d.top.location.href=t.value))}},d.addEventListener(\"message\",d.wp.receiveEmbedMessage,!1),l.addEventListener(\"DOMContentLoaded\",function(){for(var e,t,s=l.querySelectorAll(\"iframe.wp-embedded-content\"),r=0;r<s.length;r++)(t=(e=s[r]).getAttribute(\"data-secret\"))||(t=Math.random().toString(36).substring(2,12),e.src+=\"#?secret=\"+t,e.setAttribute(\"data-secret\",t)),e.contentWindow.postMessage({message:\"ready\",secret:t},\"*\")},!1)))}(window,document);\n\/\/# sourceURL=https:\/\/galileoeducational.net\/rivista\/wp-includes\/js\/wp-embed.min.js\n\/* ]]> *\/\n<\/script>\n","description":"LE BUONE PRATICHE INNOVATIVE DEL METODO GALILEO (2) GLI AUTOMATISMI Jacqueline Bickel Il Metodo Galileo indica col nome \u201cautomatismi\u201d una serie di competenze sequenziali motorie necessarie alla realizzazione di numerosi compiti umani complessi, che generalmente richiedono l\u2019uso di strumenti. All\u2019inizio tali competenze motorie richiedono un\u2019attenzione volontaria ma, a mano a mano che tendono ad automatizzarsi, [&hellip;]"}