A importância da psicomotricidade na educação das crianças

Abstract

Psychomotricity in children’s education is a highly relevant topic, as it addresses the individual’s integral development. It promotes stimuli that enhance motor and pedagogical activities, extending beyond daily life and reaching different contexts within school and social environments. This field involves cognitive, motor, emotional, and social dimensions. Professional training in this area is grounded in methods from physical education, integrating movement, play, and affectivity, which contribute to the exploration and improvement of skills such as balance, coordination, control, and autonomy. These abilities help children perform simple and complex movements, such as crawling, running, jumping, and manipulating objects, while also supporting processes related to reading, writing, and strengthening self-esteem. This research is based on the theory of French philosopher Henri Wallon, a pioneer in studies on child development. For Wallon, children’s development encompasses multiple dimensions, including psychological, social, affective, communicative, and dynamic aspects, all essential to well-being and identity formation. These elements stimulate physical, cognitive, and emotional growth, meeting the specific needs and challenges of each child. Psychomotricity in childhood also contributes to preventing academic and everyday difficulties, reducing risks of disorders such as dysgraphia, dyslexia, and dyscalculia. Wallon emphasizes that movement is indispensable for emotional, psychological, and particularly physical development. He highlights the importance of learning through motor experience as a means of socialization and understanding of the world, demonstrating that emotion and movement are inseparable and fundamental to the child’s holistic development.