A psicomotricidade como uma ferramenta pedagógica no desenvolvimento infantil: um estudo analítico com professores da educação infantil

Abstract

The present work addresses the theme of psychomotricity in Early Childhood Education, stage of Basic Education, where playing for children represents the most privileged mode of childhood and thus collaborate with discussions about their know- how from what is instituted. Psychomotricity is a science that has as its object of study the man through his moving body and in relation to his internal and external world, na integration of motor and psychic actions. The theme is due to the concerns of daily monitoring with the work done in early childhood education and the mode of education that offers a world of possibilities for exploration and working with children from 0 to 6 years old, where their movements are used as a way of recognizing the world by giving meaning to them. Thus the proposal of constant updating where the preschool professionals need to have to contribute to their growth and improvement of their pedagogical practice, in the incessant search for the understanding of the child that the world presents us today. Based on this, the study starts from the possibilities of stimulation, using psychomotricity as a pedagogical tool with children of this age group. This qualitative and quantitative research aims to verify how the work with psychomotricity is carried out in the Municipal Schools of Early Childhood Education and what is the view that the class ruling teachers give about this practice, ascertaining their work strategies and the reflection on how they work. The pursuit of continuing education in the area. With this work, it was possible to see the results where the child is seen as a developing subject, able to build his knowledge from his body and the surrounding environment. This body gains centrality in early childhood education, where teachers seek a close look at their potentials and difficulties so that they can do a work focused on their development as a whole.