A influência do trabalho com a motricidade na educação infantil

Abstract

This work has highlighted the importance of working with the motricity in Early Childhood Education. The starting point has been a summary of the different conceptions of human development and learning, citing its major precursor, in order to understand clearly why certain teaching practices used in school life. This study used as a central reference studies Wallon, Vítor da Fonseca and Manuel Sergio for believing that human beings must be seen, treated and educated as a whole being, with enormous capacity to always exceed their limits. Emphasis was given to the affection and respect learning approach wallonian present in the relationship between psychomotor development and learning according Vitor da Fonseca and the importance of the motricity according Manuel Sérgio. Concomitant with the literature review was conducted a short survey of a classroom composed of thirty-five students of the kindergarten from public education from São Paulo. The research process used in this study was based primarily on a diagnosis made by an initial observation of the class, where we could see the immense difficulty of working with students due to lack of attention and concentration in the classroom. After this finding, some games were selected to assist their attention development. The teacher, then, worked with the students using this games, recording what she observed, to find out if at the end of three months could be observed any changes in the behavior of children. At the end of the stipulated time for research, there was noticeable change in the affective aspect of pupils-teacher relationship where the pleasure in performing the tasks and taking out challenges could provide different forms of interaction between them, which contributed to the building self-esteem and self-confidence of children, directly influencing their learning process. This advance proved to be the beginning of a positive change to improve the students 'attention in class, but the short period of time precluded a detailed investigation of the influence of work and motor development of students' attention.