Resilience and Psychomotricity in Preschool Education

Abstract

The aim of this study is to analyse the importance of resilience and psychomotricity and their impact in the learning of disadvantaged children at a preschool age that are exposed to adverse social and personal factors and to assess the efficiency of an intervention program based in psychomotricity and resilience together. A project developed in a region of Brazil (Botucatu), where a Psychological Development Activation Model was used, is presented, and also standardised and easily reproduced psychomotricity exercises and the Programme Strong Start Pre K in the area of resilience are presented. The assessment instruments used were the WebeST test for resilience, discussed in this chapter, and the operational Portage Inventory test for Psychomotricity. These results indicate that there was an evolution in resilience among children in the group that participated in this program. They improved the resilience capacity, dealing with problems, and controlling emotions. Some implications of this study are analysed, suggesting changes in the teaching/learning process as well as in testing and interventions in order to achieve success in school.

Influences of Psychomotor Behaviors on Learning Swimming Styles in 6–9-Year-Old Children

“…The various definitions of psychomotricity [6,[20][21][22][23][24] refer to a taxonomy of its components, but also a theoretical approach from different perspectives of its manifestation (education, re-education or therapy).…”

Beneficios de la Investigación-Acción en un Programa de Formación Docente

“…Un profesional que no se conforme con la contemplación del niño desde el punto de vista académico; sino comprometido con su desarrollo motor, emocional y sensorial (Fajardo, Solórzano, y Quiñonez, 2018). Un docente capaz de conducir su madurez, sin atropellarle en el camino; y para ello debe intervenir con una adecuada cualificación y actitud, a la que accede con una formación personal, teórica y práctica (Berruezo, 2000;Cró y Castro, 2016;De Costallat et al, 2020). Para Acouturier (2006), No se ha de contentar con ser un observador o revelador de las diferencias que hay entre sus alumnos, sino que ha de ser un catalizador de su proceso de maduración psicológica, proceso que ha de comprender antes de integrarlo a su pedagogía y en su intervención cotidiana.…”

Resilience and Psychomotricity

“…Although having gratifying results in both countries wich we consider to be an incentive for future studies and further investigations in countries of Portuguese origin (PALOP). However, a larger sample of the population should be used and a program especially developed for Portuguese-speaking communities, since a gap at the level of tools and assessment programs involving resilience in children of preschool and school age was detected in the investigations carried out by Cró, Andreucci, Pinho, & Pereira (2013).…”