ALVES, D. A.; http://lattes.cnpq.br/3902041326296005; ALVES, Denizia Andrade.
Abstract:
This study aims to study the conception and practice of teachers about
Psychomotricity in Early Childhood Education. The question that led to this study
was: What conception and practice do the teachers have about Psychomotricity in
Early Childhood Education? Therefore, the general objective was to analyze the
conception and practice of teachers about Psychomotricity in Early Childhood
Education. The methodological course of this study consisted of three steps:
bibliographic survey, field research and data analysis. The research had a qualitative
approach, in which the data collection took place from the observation and semi-
structured interview. For the interpretation of the data, we took ownership of the
content analysis, which allowed us to understand in a more totalising the data
collected. The results showed that Psychomotricity contributes significantly to the
children's educational process and that the pedagogical practice used by teachers
has been based on methodological resources such as games and games. The data
also pointed out that, although Psychomotricity is a little known science, it is
considered by teachers as fundamental in the process of child psychomotor
development, physical, mental, affective-emotional and socio-cultural aspects of
children, and that movement is a means to expand certain forms of attention and
perception.