Intervenção psicomotora na educação infantil em uma escola pública de Manaus: relato de experiência

Abstract

Preschool age is the ideal phase to stimulate children's motor, cognitive, and socio-affective skills, building experiences through play. The presence of Physical Education in this formative stage is mandatory; however, activities are not always offered under the guidance of Physical Education professionals. Objective: To report the experience of offering a psychomotor intervention for children in Early Childhood Education. Methodological procedures: This is an intervention carried out from August/2022 to July/2023, linked to the extension project entitled <Play is a serious thing: Physical Education taking up space in Early Childhood Education at a school in Manaus- AM=. The location was the Francisco Pereira da Silva Early Childhood Education Educational Center (CMEI), located at Avenida Japurá, nº 2581, Cachoeirinha neighborhood, Manaus/AM. The activities were proposed for the Maternal II class, composed of 18 students, aged between 4 and 5 years, 6 girls and 12 boys, among them 2 children who had a diagnosis of Autism Spectrum Disorder (ASD). The schoolyard was used to carry out the activities, and activities were carried out three times a week lasting 50 minutes. Experience report: When starting the activities at school, a process of theoretical foundation on psychomotricity and the importance of the Physical Education professional in the context of Early Childhood Education was carried out. Such readings aimed at better grounding the theme, to later have more security in the application of the activities. The monitoring and familiarization period made it possible to identify the psychomotor and socio-affective characteristics of the students. The effective application of the intervention occurred through playful activities, aiming to stimulate the broad and fine coordination, body schema, laterality, and spatial orientation of the students. Through the experiences reported with the intervention, I was able to notice, throughout the activities, the development not only physically, but also emotionally, increasing their self-confidence and pleasure in playing. Final considerations: Given this knowledge, it was possible to understand the importance of the presence of Physical Education professionals in the Early Childhood Education stage, so that children can be stimulated, through interventions focused on playfulness and play, enhancing their psychosocial aspects and cognitive motors. This knowledge and experiences were essential for my academic training and as a future Physical Education professional