Psychomotricity and adversities in the teaching of early childhood education

Mota, Weber da Silva; Valente, Josilene Pereira; Costa, Edith Gonçalves; Silva, Pedro Roberto Sousa da; Rocha, Herson Oliveira da; Dias, Helen do Socorro Rodrigues; Dias, Gustavo Nogueira; Ferreira, José; Lobato, Fabricio da Silva; Pamplona, Vanessa Mayara Souza; Barbosa, Brena Santa Brígida; Junior, Washington Luiz Pedrosa da Silva; Farias, Fernando Ramos de

doi:10.33448/rsd-v9i12.11303

Cited by 5 publications

(5 citation statements)

References 19 publications

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“…Such an integrated approach is deemed essential in early education, fostering holistic growth across motor skills, cognitive functions, and socio-affective dimensions. Psychomotricity promotes the comprehensive development of various psychomotor domains, including gross and fine motor coordination, laterality, balance, spatial and temporal orientation, rhythm, and body schema [5,17,18]. Reflecting the importance of these skills, the Italian national guidelines for the primary school curriculum, issued in 2012, place a significant emphasis on motor skills development.…”

Section: Discussionmentioning

confidence: 99%

Influence of dancesport on segmental coordination development in 6-8-year-old children

Chilom,

Potop,

Mihaila

et al. 2024

ppcs

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Background and Study Aim. Dancesport significantly contributes to segmental coordination development in 6-8-year-old children through rhythmic movements and interaction with dance partner. The study aimed to investigate the impact of dancesport on segmental coordination development in children aged 6 to 8. Material and Methods. The study involved a group of 14 children aged 6 to 8 from the National Children's Palace in Bucharest. Research was conducted from February to June 2023. Segmental coordination assessment for upper limbs was done using Witty SEM, with 16 impulses of the smart semaphores (Lap L1-16) at 4 difficulty levels. Parameters measured: visual reaction time for each Lap (seconds), Lap mean (seconds), and total time (seconds). During the study period, a program with dancesport elements (Standard and Latino styles) was implemented for 36 hours, 2 hours per week. Comparative analysis between difficulty levels was done using ANOVA test, Single Factor Analysis of Variance, and Paired Comparison for Means. Statistical significance was set at p<0.05. Results. Comparative analysis between difficulty levels in the initial and final tests reveals an increase in Lap mean from L1-2 (24.5%) in the final test to L2-3 (53.8%) and L3-4 (24.6%) in the initial test. Comparing the average results of difficulty levels between tests, a decrease in visual reaction time by 0.04 seconds at L1, an increase by 0.03 seconds at L2, a decrease by 0.08 seconds at L3, and a decrease by 0.19 seconds at L4 were observed. Comparative analysis results of segmental coordination between tests at each difficulty level show significant differences of 5.6% (p<0.05) and 22.2% (p<0.01). Negative differences, indicating better performance between tests, are also observed at L1 by 33.3%, at L2 by 55.5%, at L3 by 38.9%, and at L4 by 27.8%. Conclusions. The study results reveal a significant increase in difficulty level among 6-8-year-old children, emphasizing the positive influence of dancesport elements on segmental coordination development. Comparative analysis of visual segmental reaction across different difficulty levels highlighted significant differences. Superior performances observed at lower difficulty levels comparing initial with final tests indicate an improvement in segmental coordination abilities.

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Section: Discussionmentioning

confidence: 99%

Influence of dancesport on segmental coordination development in 6-8-year-old children

Chilom,

Potop,

Mihaila

et al. 2024

ppcs

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“…Starting from the concept of "psychomotricity" we see that it is formed by joining two notions: psychic and motor. The development of motricity is coordinated by mental activity (Berdilă et al, 2019;Gabriel et al, 2019;Houwen et al, 2016;Jay & Owen, 2016;Mota et al, 2020). From an early age we see how connections and interdependencies are made between the psyche and the motor with an effect on the overall development of the child in the long term.…”

Section: Problem Statementmentioning

confidence: 98%

The Didactic Game. Approaching Psychomotricity In Students With Intellectual Disabilities

Jucan¹

2023

The European Proceedings of Educational Sciences

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The benefits of play on children can be seen in their overall development. Children learn through play from very young ages because play gives children the opportunity to explore, to manifest freely, to be creative, to develop their motricity and psychomotricity. Unstructured play has a central role in cognitive, socio-emotional, psychomotor and language development. The game structure and the orientation towards a well-defined goal, the direction of the game in accordance with the formulated rules, gives rigor and concrete expectations regarding the development of the targeted competences. Didactic games as a way of organizing learning allows exploring the individual by capitalizing on motor and psychomotor skills of the child with intellectual disability. Our study aims to establish the level of efficiency of the program of psycho-pedagogical intervention based on games in order to develop psychomotricity in young schoolchildren with intellectual disabilities. In this study we have monitored the introduction of the didactic game in the teaching process in order to recover the delays detected in the child's psychomotor field. The games were adapted to the needs of the students with intellectual disabilities, organized on levels, organized on levels of competences thus giving the opportunity to learn, enjoy and develop psychomotor skills.

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“…Psychomotricity as a concept is not easy to explain, although it is generally understood as a tool that aims to promote the adequate development of motor, cognitive, emotional and socio-community skills, Făgăraş et al (2014); Mota et al (2020). On the other hand, this term can be understood either as a field with its own identity, or as a stimulation technique through bodily action, or as a (re)education technique (Denche et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…One of the broadest definitions of psychomotricity was offered by the European Psychomotricity Forum, Paris Declaration of 2014: "based on a global view of the human being, on the unity of body and mind, psychomotricity integrates cognitive, emotional, symbolic and physical in the individual's ability to be and act in a psychosocial context" (Mota et al, 2020;Denche et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Psycho-Motor Skills in Swimming Among Children: Gender Differences

Petrea,

Moraru,

Rusu

et al. 2023

BRAIN

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Psychomotricity is a broad term that encompasses different approaches to bodily action to support children and adolescents to reach their highest motor and cognitive potential. The aim of the study was to highlight gender differences in the manifestation of psychomotor behaviors in 8–9-year-old children who practice sports swimming. The subjects (N=52, 26 males, 26 females) are children aged 8.0-9.11 years (M = 8.80; SD = ±0.65) who practice swimming in one of the swimming pools of a city in Romania. They were tested, using specific instruments, to assess the level of manual dexterity, body schema, hand laterality, body balance, body balance on water/buoyancy, general coordination. For four of the variables (manual dexterity, body schema, hand laterality and spatial orientation) no statistically significant differences were found, while for the other three (body balance, body balance on water and general coordination) statistically significant differences were recorded. The results indicate differences between the two genders, girls in this age group who practice swimming having more developed psychomotor skills compared to boys.

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Psychomotricity and adversities in the teaching of early childhood education

Cited by 5 publications

References 19 publications

Influence of dancesport on segmental coordination development in 6-8-year-old children

Influence of dancesport on segmental coordination development in 6-8-year-old children

The Didactic Game. Approaching Psychomotricity In Students With Intellectual Disabilities

Psycho-Motor Skills in Swimming Among Children: Gender Differences

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