O Papel da psicomotricidade no desenvolvimento motor de crianças na educação infantil: uma revisão sistemática

Abstract

Physical education is understood as an area of knowledge that has great social relevance, since it explores movements and body expression, resulting in several benefits for human health, improving the quality of life and expanding the well-being of individuals. Throughout the teaching process, professionals must adopt methodologies and teaching resources that contribute to the psychomotor development of children. Considering this, psychomotricity is related to the performance of activities that stimulate the physical, mental, emotional, sociocultural and cognitive aspects of children. The study had as its general objective: to analyze the role of psychomotricity for the motor development of children in early childhood education. In turn, the specific objectives were: to identify the main concepts and theoretical approaches related to psychomotricity applied to early childhood education and to evaluate the methodologies and pedagogical strategies used in school contexts to integrate psychomotor activities into the daily routine of early childhood education. The methodology used was a Systematic Review. As a data source, the literature produced on the theme: Psychomotricity, Motor Development, Early Childhood Education was used. The inclusion criteria adopted were: articles published from 2022 onwards, in Portuguese, and publications should be in indexed journals. Publications in the form of abstracts were excluded. The databases used were the Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) and the Biblioteca Virtual em Saúde (BIREME-LILACS). Thirtyeight papers were found. The first step was to read the titles and abstracts to verify their relationship with the topic of interest of the present research: Psychomotricity, Motor Development, Early Childhood Education. Thus, the papers that directly addressed the relationship between psychomotricity and the motor development of children in early childhood education were selected, and those that referred to psychomotricity associated with other topics were excluded. Thus, of the amount of papers found, only 09 met the inclusion and exclusion criteria. It is concluded that there is little application of psychomotor aspects in literacy, contributing to delays in child development, reflecting gaps in teacher training. The need for pedagogical practices that integrate Psychomotricity is reiterated, promoting integral development and preventing learning difficulties