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The Psychomotor

Creating a context for spontaneous psychomotor expression is mediated by the figure of psychomotor and attitudes that it takes.

The Psychomotor be:

• A person who appears open to the child's communication, enabling psychomotor expression, trying to understand, with intellectual listening skills, emotional and physical.
• A person who is at the level of communication child, and from there opens up opportunities for their development. The child needs to be recognized and accepted without entering into value judgments, to want to go to other stages in their interaction and communication with others and the world.
• A person who listens to the child through empathy tonic. The attitude of listening, says Aucouturier " is the ability to receive the child, accept what is, what it produces, to feel, to perceive their emotions ... this way to be close and far from living the another is the tonic empathy. "
• A person who symbolizes order and security in the courtroom. The child who enters the room can not stand the chaos, disorder, wants to find things on your site. If for us to return to a site that is as we hope gives us tranquility, that is absolutely necessary in the case of children who enroll very difficult in space and time. The child may destroy, but the disorder on a background of order does not have the same sense that the lack of order that is distressing.

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MATERIALS

materials are used in all games and activities that arise in the room, and through multiple manipulations as the child discovers its features and functions.

The fundamental purpose of the material is to enable access to sensory play, the symbolic play and the ability of decentration with construction sets.

are valid all objects to be manipulated, for their use or their qualities not limit its usefulness decisively. These objects have an essential requirement to allow maximum creativity.

Based on the different materials to all kinds of practical situations whose analysis reveals that in a work spontaneous motor behavior, neuromotor and psychomotor, all members of psychomotor development.


foam modules

foam modules are lightweight and flexible, like to use in a continuous doing and undoing, organize and distribute. Provide experiences for children to jump, climb, climb, balance, crawl ... transmitiédoles confidence in their movements, contributing to global psychomotor development. xxxx xx xxxxx xxxxx xxxxxx xxxxxx xxxxxxx xxxxxxx xxxxxxx xxxxxxx xxxxxxx xxxxxxx xxxxxxx xxxxx xxxxx xxxxxxx xxxxxx xxxxxx xxx xxxxx xxx xxxx xxxx xxxxxxxxxxxxx xxxxx xxxxx xxxxx xxxxx xxxxxx xx
surfaces textiles: bags, scarves ...

The softness of tissues is comfortable to hold and allow the clothes, the disappearance, the symbolic expression, also offer potential as a tool for dynamic drag, rolling element, etc..

The bags are a variant of the fabrics, with a special provision, which hide the body penetrating inside, feeling the tightness and limitation which produces its enclosure. Allow the inclusion of the body and also of the objects and drag and power being drawn.

constructions

This material allows for constructions in which the child must resolve various aspects related to such Experience: height, size, weight, balance, symmetry, size, etc.. It also implies a distancing from their personal experiences and a move away from symbolic play, requiring a effort that facilitates the entry representing the operational thinking and logical induction. x

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therapy Rulo

irreplaceable element to meet the child spinning sensations, discovery of the concept inside-out, imbalance controlled ... xx xxx xxx xxx xxx xxx xxx xxx xxx xxx xxx xxx xx XXX xxx xxx xxx xxx xxx xxx xxx xxx xxx xxx xxx xxx xxx x xx xxx xx xx xxxx xxxx xxx xxx xxx xxx xxx xxx xxx x xxxxx xxxx xxxxx xxxx xxxx xxxxx xxxxx xxxx xxxx xxxx xxxx xxxx xxxx xxxx xxxx xxxx xxxx xxx

The inner cylinder

The inner cylinder will make this loop of therapy a compact and hard to expand further advantages of this element in everyday use. xxxxxxxxxxxxx xxxxxxxxx xxxxxxxx xxx xx XXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXX xxxxxxxxxxxxx xxxxxxxxx xxxxxxxxxx xxxxxxxxx xxxxxxx xxxxxx xx xx xx xx xx xx xxx xxxx xxxxx xxxxxx xxxxx xxxxxx xxxxxx xxxxx xxxxxx xxxxx xxxxxxxxx xxxxx xxx xx xx x xxxx xx xxxxx xx xxxxx xxxxxx xxxxxxxxxx

stimulation arches

stimulation arches favor the coordination of movement through the creeping and crawling.

upside down, swinging for young children is another of the many possibilities offered by these essential elements driving. Xxxxxxx xxxxxx xxxxx xxxxx xxxxxx xxxxx xxx xxx xxxxx x xxxx xxx x xxx xxx xxx xxx xxxx xxxxxxx xxxxx xxxxx xxxxx

balls

His ability to shoot print this object mobility of its own and allows the child to develop his perceptual-motor ability, muscle tone and skill, both in the understanding of object itself as the energetic effort involves the launch and handling.

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TIMES

The psychomotor room each child has his day

• time to discover himself
  
• time to discover other
  
• time to relate
  
• time to express feelings and emotions
  
• and time to be accepting and coordinating with the rhythms of the group.
  

The repetition of rhythms and rituals in the temporal organization set routines that will play an important role. In addition to serving as a frame of reference and security, will also be facilitating the capture of time and temporal succession.

Thus, in the room are three rituals:

entry or assembly presentation: the time children reach the room, change of footwear, they presented the activity or activities to be implemented at the meeting and remind the general rules that everyone must respect.

• development activities: This section includes gross motor exercises, game room materials, circuits, body image work, etc.

or outlet final assembly: a moment of estrangement, out of the game, break and preparation for logging, it is time sharing or assessment activities.

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SPACES

• sensorimotor space
• affective space
• space distancing

In each of these areas there are some key features: sensorimotor activities in sensory space, symbolic play in the emotional space and construction set in the space of alienation.

However, despite the specificity of each space, there is a projection of these features from one place to another.

sensorimotor space

The creation of this forum is designed based on two fundamental objectives:

• Experiencing the joy of movement through a spontaneous motor activity.
  
• The formation of body image and identity.

The first objective is to provide a space where you can experience the pleasure of movement itself. In this space, objects are used dynamically as a reference for spontaneous motor activity.

The second objective aims to highlight the essential role of forming the image in the child's development and its relationship with the world. The

material conditions that are necessary in psychomotor room to display the sensorimotor game are determined by the presence of a large area and variety of objects found in it: banks, rope, cloth, balls, foam rubber modules diferntes shapes and sizes, hoops, stilts, construction. This allows a series of activities to live safely and unlimited driving pleasure sensory-motor.

affective space

This space is also called symbolic play space, since this is where the child shows us the expression of his deepest self.

can dress up in this space, living family life people can live a number of roles that help to overcome the system of rules and conflicts imposed by the adult.

objects are invested by children in different ways but always cast on them their mental representacones: pads are horses, cars, tables, beds, houses ... Also projected onto the objects of love drives, aggression and destruction and in this symbolic and emotional use of the object, the physical parameters (color, shape, size ...) are not considered consciously by the child.

space distancing

in this space distancing efforts are made to take away from their emotional experiences. The games require the representation of buildings and removal of personal projection of emotion. This site promotes access to operational thinking on the extent to which your child falls outside the building and is capable of speaking of it as cognitive parameters.

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PSYCHOMOTRICITY ROOM

psychomotor The room is a space that facilitates the child free expression through the body. It is a place in which the child solves their problems, which may manifest as it is without being rejected, ultimately, is home to the full expressiveness, which gives her great satisfaction and happiness.

The room has a special meaning to become:

• Place sensory pleasure: in the room can experience the sensory pleasure in activities such as swinging, jumping, rolling, sliding, running, shouting, singing, playing with string, dress, resting, waiting, watching, discovering, etc.
• A place of communication : is a privileged place for communication at the verbal and nonverbal. The child uses gestures, looks, voice, mime, etc. In turn, the child finds in these events a person who listens, who accepts their products and to respond with understanding and making it evolve.
• A place of desire for children : attendance psychomotor room is a joy. The boy fantasizes about this place, their images projected on it, their actions, their creations and, most importantly, imagine his pleasure before live and this is important in its evolution.