O Desenvolvimento psicomotor e a aprendizagem nos anos iniciais do ensino fundamental

Abstract

Throughout the studies conducted in the Pedagogy course, the importance of psychomotor development for the development and learning of children in early childhood education is evident. For this reason we chose to conduct a research that had as its object of study the psychomotricity and its contributions to the learning process in the early years of elementary school. The aim of the study was: to understand the importance of the psychomotor development of children for their learning process. And by specific objectives: 1. Know the psychomotor development and its importance for the teaching-learning process; 2. Identify in school observations how psychomotor development has been stimulated and how it contributes to learning; 3. Analyze, in the light of teachers' perceptions, the importance of psychomotor development for learning in the early years of elementary school. Methodologically the work is configured as a qualitative field research, which had as research subjects: four teachers, two from elementary school and two from kindergarten of public and / or private schools in Manaus. The data collection instruments were: field notebook and a questionnaire, the method of data analysis was content analysis by Bardin. This scientific work is organized in two chapters, which simultaneously bring the theoretical questions on the subject as well as the data collected in the context of field research. Thus, we brought in the study an exposition on the definition of psychomotricity in the view of authors such as Alves (2012), Bastos (2001), Bueno (2013), Fonseca (1988), Gonçalves (2010), Oliveira (2007) and the teachers interviewed. ; the stages of psychomotor development and their importance for learning; the relevance of psychomotricity within the education of teachers working in kindergarten and elementary school, as well as the difficulties in the learning process of children pointed out by the teachers interviewed, as a consequence of psychomotor delay. The main theorists of the study were: Le Bouch (1987), Ajuriaguerra (1980), Harrow (1972), Wallon (1979), Dupré (1909).