★Daniela Lucangeli writes a manual dedicated to all parents with school age children and reveals her educational approach of emotional caresses. A new way to foster a serene relationship with the subjects and the context of learning in the early school years.

School-age children education is conceived as a challenge to be faced without fear, in which you learn not only to study (like reading and counting), but you also acquire the correct approach to problem solving. In the learning process emotions play an important role, starting with those that make it easier and lighter: curiosity, courage, satisfaction, confidence in the adult who teaches, etc. But there will also be room for emotions that can act as an obstacle, but that can be managed positively and overcome through action: how to overcome boredom, anxiety, fear of judgment, etc. From a narrative approach with short stories that exemplify a recurring situation and the dichotomy of positive and negative emotions (curiosity/fear, satisfaction/dissatisfaction, resilience/frustration, cooperation/competition), Daniela Lucangeli derives the most general reference theory to guide children, defeating the emotions that are an obstacle to learning and sharing many practical tips to defeat the vulnerability of the child.

Daniela Lucangeli graduated in Padua in 1988 in Philosophy and then in 1991 in Psychology, she got her PhD in Developmental Psychology in 1997 in Leiden (Holland) on an international project. Psychologist, psychotherapist, and technical member of the National Observatory on Childhood. Lecturer in Intensive Seminars for EEC students, within the Socrates/Erasmus projects. She teaches in the Faculty of Education, Psychology and Medicine of the University of Padua in degree courses, PhD and specialization courses. She is also president of Mind 4 Children, spin-off of the University of Padua: a fluid community of scientists, researchers, specialists, teachers, educators at the service of human potential. She has taught courses at national and international universities on the topics of Developmental Psychology and Learning Psychopathology. She is a member of several research associations, including the World Academy of Learning Difficulties Research (IARLD), and serves as a contact for specialized journals. She is the author of numerous scientific contributions in journals in the field, as well as scientific and educational essays. The main research areas of the teacher are developmental psychology, learning and education, with special reference to mathematical learning.