FACULTAD DE EDUCACION

ESCUELA DE EDUCACION INICIAL

TRABAJO DE:

INGLES

PROFESORA:

TERESA AMAYA NORIEGA

ALUMNO

TORIBIO RAMOS CHUQUIHUANGA

FILIAN PIURA

AÑO 2018

TOPIC
THE IMPORTANCE OF PSYCHOMOTRICITY FOR THE INTEGRAL
DEVELOPMENT OF THE CHILD

1. INTRODUCTION

In order for the child to have access to mathematical knowledge and to the reading and writing
processes, it is necessary that he has reached a level of motor development, as well as an optimal
psychological state. To apply psychomotricity in education, the game is required, through which
strategies can be used to acquire notions of spatio-temporal organization, adequate lateralization and
coordination, in addition to the learning of writing, segmental independence is necessary of body
parts such as shoulders, arms, elbows, wrists and fingers, as all of them. La psicomotricidad es una
disciplina que, basándose en una concepción integral del sujeto, se ocupa de la interacción que se
establece entre el conocimiento, la emoción, el movimiento y de su importancia para el desarrollo
de la persona, de su corporeidad, así como de su capacidad para expresarse y relacionarse en el
mundo que lo envuelve. Su campo de estudio se basa en el cuerpo como construcción, y no en el
organismo en relación a la especie. The psychomotorist is the professional who deals, through the
specific resources derived from his training, to approach the person from body mediation and
movement. His intervention is directed to both healthy subjects and those who suffer from any type
of disorders and thus their areas of intervention will be educational, reeducation or therapeutic. One
of its currents is the experienced education of Lapierre and Aucouturier who use movement as a
means of learning. Based on a global vision of the person, the term Psychomotricity that we handle
integrates the cognitive, emotional, symbolic and sensory-motor interactions in the capacity to be
and to express oneself in a psychosocial context. Psychomotricity, as defined, plays a fundamental
role in the harmonious development of the personality. Based on this conception, different forms of
psychomotor intervention are developed, which find their application, regardless of age, in the
preventive, educational, reeducational and therapeutic areas.

A. ¿ WHY HAVE I CHOSE THIS TOPIC?

I chose this topic because it helps us a lot, for example, to establish knowledge of our emotions both
to healthy people and also to people who suffer from some type of disorder. In children helps
improve balance and relationships with others, in babies to master in a healthy way their movement
promotes physical health also their relationship and communication with others.

B. ¿WHAT IS ITS SOCIAL SIGNIFICANCE?

Because at a social level it allows children to know themselves better and face their fears and
motor skills.
 C. ¿WHAT IS THE RELATION OF THIS TOPIC WITH THE TEACHING?
that is a part of the process of the integral development of the people that intelligence is built from
the motor activity of children in the first years of the people, is basic since the learning is produced
through the movement the action of the child on the environment and experiences the child in the
psychomotor classroom, acquires spatial, temporal, laterality, relative to his body, objects, situations
that facilitate the acquisition of new learning, and development of their abilities.
Benefits:

• Consciousness of the body stopped and moving.

• Allows the educator a direct observation of the child with total spontaneity.
• Balance domain.
• Motor coordination.
• Control of breathing.
• Space-body orientation.
• Improvement of rhythm development.
• Improvement of memory.
• Mastery of the horizontal and vertical planes.
• Discrimination of colors, shapes and sizes.

2. DEVELOPMENT

Because there are no stable patterns regarding the time when a child will achieve the purposes or
develop the processes that lead to its achievement. These purposes are proposed for all pre-school
education, in each grade activities will be designed with different levels of complexity in which the
achievements that each child has achieved and their learning potentials will be considered, to
guarantee their achievement at the end of preschool education ; In this sense, the fundamental
purposes constitute the features of the graduation profile that preschool education should promote.
The preschool education program focuses on competencies, unlike other programs that establish
general subjects such as content, education, around which education is organized and the knowledge
that students have to acquire is bounded. A competence is a set of skills that includes knowledge,
attitudes, abilities and skills that a person achieves through learning processes and that manifest
themselves in their performance in diverse situations and contexts. (Preschool Education Program:
2004: 22).

PSYCHOMOTRICITY TASKS
PSYCHOMOTRICITY

SECTION 1 Design three activities so that children of 5 years old who attend a nursery school learn
to differentiate their right side and their left side. Activity 1:
NAME OF THE ACTIVITY: "Basket, basket"
RECIPIENTS: For a group of 12 children aged 5 years.
DIDACTIC OBJECTIVES: ▪ Differentiate right side and left side ▪ Consolidate the concept of
laterality ▪ Consolidate the concept of numbers
CONTENTS BY AREAS: 1. Conceptual content -Development of laterality -Left and right
knowledge -Recognition of the concept of numbers 2. Procedural contents.
Conceptual contents -Interpretation of notions of directionality (left, right) with the body itself. -
Movements through space with movements from left to right.
Procedural contents -Memorization and reproduction of songs, rhythmic movements. -Audition,
recognition of simple songs.

Attitudinal contents - Enjoy singing, dancing and exploration in musical performance. -Interest for
participating in games and motor activities

3. CONCLUSION
THE PSYCHOMOTRICITY ROOM
See more Introduction: its beginnings are based on the presidential campaign of our current
president of the republic of Venezuela, the commander Hugo Rafael Chávez, who had offered to
refound the country based on the substitution of the current legal system for the time and once that
takes possession of his position on February 2, 1999, fulfills its promise and calls, by decree, a
consultative referendum to approve the bases of the elections. well, after all the obstacles have been
overcome and the obstacles have been defeated, and once the constitutional assembly has been
legally constituted, as mentioned above, it was established through popular elections on August 3,
1999, at the central university of Venezuela presided over by Luis miquilena giving way to the
process of constitutional elaboration.
Chronologically speaking, the activity of the 1999 constituent assembly can be summarized as
follows:
• August 5: the president goes to it and formally delivers his draft constitution, whose general
content represented a Bolivarian essence, and urges that it should have an original character,
remember that at that time he makes available and of which it was ratified by the assembly on
August 11 of that same year;
• August 12: on this date, the constituent party decides on the reorganization of all the organs of the
public power and on the 26th of that same month, the constituent national assembly begins to
operate in order to prepare the preliminary draft of the constitution.

PSYCHOMOTOR SKILLS FOR CHILDREN (STATIONS)

The Center of interest to work are the "Seasons of the year". In the psychomotor room we will work
through different activities, one for each station. I think it is important to work in the room, since the
forms of time, hours, days, months, seasons, are difficult to internalize, therefore the work in it will
help them, to be experienced. For this reason I have decided to carry out this center of interest, so
that the acquisition of these concepts is easier, playful, attractive,With the activities I intend to
develop all areas, the motor, the cognitive, the affective. In the development of the same. Our Mom
is calling us, telling us to get up ... We sit on the bed. He tells us to get up again, but we say "no, no,
no, ..." (head sideways) Do I prepare breakfast ?, and say "Yes, yes, yes ..." (head up and down)
What do I prepare you for clothes ?, and we answer "I do not know, I do not know, I do not
know, ..." (shoulders up) Prepare your backpack and put things inside (stretch your hands and shrink
them) Take out the ones you do not want and another butterfly thing (hands to the sides and shake
them) In the top of the closet I have kept the ball, so stand on tiptoe and stretch yourself mogollón ...
(stretch) Look in the mirror and tie your belt , for one side and for the other, that holds a lot ... (turn
sideways) The tennis shoes you have untied, duck and tie them well, first one foot and then the
other, you will not fall! (Lean to the right and then to the left) And stretch your knees well!,so you
can see how well

4. BIBLIOGRAPHY
ABAD,J., RUIZ, A. (2011) El juego simbólico. Barcelona: Ed. Graó.

ABERASTURY, A. (1972). El niño y sus juegos. Buenos Aires: Paidós Iberica.

ANTON,M, MARTINEZ,L., ROTA,J. ( 2017) Psicomotricitat, escola i currículum. Barcelona:
Octaedro.

ANZIEU, A., ANZIEU, C. y DAYMAS, S. (2001). El juego en Psicoterapia en

el niño. Madrid: Biblioteca nueva