PSYCHOMOTOR DEVELOPMENT II
AN OBSERVATION OF A PSYCHOMOTRICITY LESSON
Index
6. Balance
11. Results
1.Context
7. Jumps
2. Justification
12. Budget
13. Feasibility and closure
8. Throws
3. Theoretical foundation
9. Rolls and Spins
14.Budget
4. Highlights of the programme
15.Questions and suggestions
10. Dynamic movements
5.Gantt chartt
17. End
16.Bibliography
Context
Type of Institution: Public school
Educational Levels and organization:
- From Early Childhood Education to Baccalaureate
- Two class lines per grade
Trilingual project:
- Basque (main language)
- Spanish
- One foreign language
Our Commitment (we promote an educational model where students):
- Freely explore spaces and materials
- Receive emotional support
According to Bernaldo de Quirós Aragón (2012):
Psychomotor skills include the person as a whole, involving motor and psychological aspects, understood in cognitive and emotional terms, and taking into account the social factors surrounding the individual.
JUSTIFICATION
Teaching Staff
Safety and Organization
Current Situation
- Presence of unprotected columns and accessible radiators (potential risks)
- Materials are varied and well-maintained
- Suggestion: include more unstructured and recycled materials to enhance imagination and teamwork
- Activities mainly based on free play
- Encourages autonomy and creativity
- Limited presence of guided and structured proposals
- Need to foster emotional regulation and specific skill development
- High level of professionalism observed
- Recommended: specialized training in psychomotricity and emotional support
- Aim: to enrich proposals and strengthen educational intervention
Theoretical Foundation
Importance of Psychomotricity:
Classroom Spatial Organization
Research highlights its role in academic success and holistic development. Amorim et al. (2024): Early psychomotor experiences improve attention, memory, spatial perception, concentration, and auditory comprehension, helping to prevent learning difficulties.
Hidalgo (2023): Recommends designing differentiated zones—sensorimotor, symbolic, and creative—to inspire curiosity and foster autonomy.
Definitions and Perspectives:
Educational Framework:
Matilde (2022): Defines psychomotricity as the discipline that studies the interrelation between body and mind, expressing emotional and cognitive processes through motor action. Aucouturier (2004): Describes psychomotricity as a progressive journey from physical movement to symbolic representation, where play and motion allow children to organize thought and emotion creatively and constructively.
LOMLOE (2020): Recognizes psychomotricity as a key component in comprehensive development, viewing movement as a bridge to learning, socialization, and well-being.
Highlights of the programme
The program schedule is designed so that every two months, a different motor skill is the focus:
September–October: balance
November–December: jumping
January–February: throwing
March–April: rolling and spinning
May–June: dynamic movement
The new annual psychomotricity program includes two sessions per week. Each session follows the Aucouturier model, divided into five main phases:
- Free and guided motor play
- Story or narration moment
- Artistic or symbolic expression
- Exit ritual
BALANCE
This session table organizes activities using benches, ropes, and other equipment for children to practice both free and guided balance. It includes stories and drawings about how children feel or achieve balance.
The focus is on coordination, body awareness, and self-confidence, with evaluation of how each child maintains posture, overcomes challenges, and participates in the group.
BALANCE SHEET ACTIVITIES TABLE
JUMP
This table describes a session in which children explore different types of jumps (both feet, one foot, from heights, over obstacles).
There are circuits with hoops and benches, a personal achievement story, and a creative activity (drawing a jumping frog). It evaluates motor coordination, body control, effort, and teamwork.
JUMP SHEET ACTIVITIES TABLE
THROWS
The table includes activities with balls and bags for children to throw at various targets, practicing strength, aim, and control.
Stories and playdough modeling about "the little bear learning to throw" are included. It evaluates hand-eye coordination, force control, taking turns, and expressing emotions like perseverance.
THROWS SHEET ACTIVITIES TABLE
ROLLS AND SPINS
Circuits are proposed where children roll and spin on mats, with large balls and ribbons.
7.Gantt chartt
The story and a collective mural encourage reflection on the value of trying and improvement. It evaluates balance, posture control, overall coordination, artistic expression, and cooperation.
ROLL AND SPIN SHEET ACTIVITIES TABLE
DYNAMIC MOVEMENT
This table details activities involving movement (running, jumping, crawling, navigating circuits), using varied materials and group games.
The story/art activity works on fast/slow movements and changes of direction. It assesses agility, motor adaptation, social interaction, and creative ability within the group.
DYNAMIC MOVEMENTS SHEET ACTIVITIES TABLE
EVALUATION
Progress is assessed mainly through direct observation and individual records. Evaluation covers motor skills as well as social growth, emotional expression, and autonomous participation.
For each session, a specific evaluation table is used for:
The motor phase: focused on key physical skills.
Attitude: measuring effort, perseverance, group rules, and collaboration. Ritualized phases: entry ritual, tale, plastic/symbolic expression, and exit ritual. This approach enables comprehensive, systematic, and individualized tracking of each child’s development throughout the psychomotor program.
Social Development
Stronger group relationships and teamwork
Better respect for rules and positive conflict resolution
Emotional Development
Physical Development
RESULTS
Easier identification and expression of feelings
Enhanced self-esteem and self-confidence
Improved coordination, balance, and posture
Increased body awareness and spatial sense
Creative and Cognitive Growth
Institutional Improvements
Strengthened creativity and symbolic thinking
Greater personal and academic achievement
Prevention of future learning difficulties (Truelove et al., 2020)
Upgraded physical space
Enhanced teacher training
Long-term educational quality for the whole school
General Impact
Significant progress for all students
Reduction of participation barriers
More positive, motivating, and safe environment
BUDGET
The estimated budget for implementing the program is 800 euros for the entire school year. This amount covers the protection of columns and radiators and the purchase of new open-ended and recycled materials The program makes use of existing spaces and staff, so there is no need to hire additional personnel, making it viable and sustainable within the school's current resources
Feasibility and closure
In summary, this program is practical and realistic for our school, addressing real needs and following quality education guidelines and current best practices. The teaching staff is engaged, and families will be informed and involved, helping to build a stronger school community.
QUESTIONS AND SUGGESTIONS
Bibliography
Amorim, N., Silva, P., & Castro, J. (2024). Investigating the relationship between psychomotor functions and academic performance in early education. Frontiers in Psychology, 15(8), 11352431. https://pubmed.ncbi.nlm.nih.gov/39201908/ Aucouturier, B. (2004 b). Introducción a la práctica psicomotriz de Aucouturier (PPA). Aula de innovación educativa, 136, (79- 83). https://dialnet.unirioja.es/servlet/articulo?codigo=9073997
Beltrán Lezcano, M. (2021). La práctica psicomotriz Aucouturier en educación infantil: Desarrollo y aprendizaje a través del cuerpo y el movimiento. Universidad Internacional de La Rioja. https://zaguan.unizar.es/record/108820/files/TAZ-TFG-2021-3993.pdf
Bernaldo de Quirós Aragón, M. (2012). Psicomotricidad: Guía de evaluación e intervención.
Madrid: Ediciones Pirámide https://dialnet.unirioja.es/servlet/libro?codigo=739197
Colegio Bernadette. (2023, October 26). Psicomotricidad Aucouturier. https://colegiobernadette.com/psicomotricidad-aucouturier/
Escuela Infantil Delphos. (2023, October 9). Psicomotricidad Aucouturier. https://escuelainfantildelphos.es/psicomotricidad‑aucouturier/
Fresquet López, A. (2023). La práctica psicomotriz de Aucouturier: El movimiento libre como base educativa. Universidad Internacional de La Rioja. https://reunir.unir.net/bitstream/handle/123456789/11599/Fresquet%20L%C3%B3pez%2C%20Ariadna.pdf
González-González, L. (2024). Contribución del desarrollo psicomotriz a la formación integral en educación infantil. Universidad de Valladolid. https://uvadoc.uva.es/handle/10324/68813
Mendieta Toledo, L. B., Mendieta Toledo, R., & Vargas Cevallos, T. (2017). Psicomotricidad infantil. https://repositorio.cidecuador.org/bitstream/123456789/54/1/Psicomotricidad%20Infantil.pdf
Orientación Andújar. (2015). Psicomotricidad: 3 años. https://www.orientacionandujar.es/wp-content/uploads/2015/01/38599522-Psicomotricidad-3-anos.pdf
Vista de “El juego libre es importante para el desarrollo motor de los niños, pero ¿cómo podemos supervisarlo?” Un estudio fenomenológico en la educación infantil (‘Free play is important for children’s motor development, but how we can supervise it?’ A Phenomenological Study At Early childhood Education). (n.d.). https://revistaretos.org/index.php/retos/article/view/104099/78776
Hopkins, E. J., Toub, T. S., Hassinger-Das, B., Golinkoff, R. M.,& Hirsh-Pasek, K. (2019). Playing for the future: Redefining early childhood education. In D. Whitebread (Ed.), The SAGEHandbook of developmental psychology and early childhood edu-cation (pp. 239–256). SAGE Publications. https://srcd.onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.13730
END
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Transcript
PSYCHOMOTOR DEVELOPMENT II
AN OBSERVATION OF A PSYCHOMOTRICITY LESSON
Index
6. Balance
11. Results
1.Context
7. Jumps
2. Justification
12. Budget
13. Feasibility and closure
8. Throws
3. Theoretical foundation
9. Rolls and Spins
14.Budget
4. Highlights of the programme
15.Questions and suggestions
10. Dynamic movements
5.Gantt chartt
17. End
16.Bibliography
Context
Type of Institution: Public school Educational Levels and organization:
- From Early Childhood Education to Baccalaureate
- Two class lines per grade
Trilingual project:- Basque (main language)
- Spanish
- One foreign language
Our Commitment (we promote an educational model where students):According to Bernaldo de Quirós Aragón (2012): Psychomotor skills include the person as a whole, involving motor and psychological aspects, understood in cognitive and emotional terms, and taking into account the social factors surrounding the individual.
JUSTIFICATION
Teaching Staff
Safety and Organization
Current Situation
Theoretical Foundation
Importance of Psychomotricity:
Classroom Spatial Organization
Research highlights its role in academic success and holistic development. Amorim et al. (2024): Early psychomotor experiences improve attention, memory, spatial perception, concentration, and auditory comprehension, helping to prevent learning difficulties.
Hidalgo (2023): Recommends designing differentiated zones—sensorimotor, symbolic, and creative—to inspire curiosity and foster autonomy.
Definitions and Perspectives:
Educational Framework:
Matilde (2022): Defines psychomotricity as the discipline that studies the interrelation between body and mind, expressing emotional and cognitive processes through motor action. Aucouturier (2004): Describes psychomotricity as a progressive journey from physical movement to symbolic representation, where play and motion allow children to organize thought and emotion creatively and constructively.
LOMLOE (2020): Recognizes psychomotricity as a key component in comprehensive development, viewing movement as a bridge to learning, socialization, and well-being.
Highlights of the programme
The program schedule is designed so that every two months, a different motor skill is the focus: September–October: balance November–December: jumping January–February: throwing March–April: rolling and spinning May–June: dynamic movement
The new annual psychomotricity program includes two sessions per week. Each session follows the Aucouturier model, divided into five main phases:
BALANCE
This session table organizes activities using benches, ropes, and other equipment for children to practice both free and guided balance. It includes stories and drawings about how children feel or achieve balance.
The focus is on coordination, body awareness, and self-confidence, with evaluation of how each child maintains posture, overcomes challenges, and participates in the group.
BALANCE SHEET ACTIVITIES TABLE
JUMP
This table describes a session in which children explore different types of jumps (both feet, one foot, from heights, over obstacles).
There are circuits with hoops and benches, a personal achievement story, and a creative activity (drawing a jumping frog). It evaluates motor coordination, body control, effort, and teamwork.
JUMP SHEET ACTIVITIES TABLE
THROWS
The table includes activities with balls and bags for children to throw at various targets, practicing strength, aim, and control.
Stories and playdough modeling about "the little bear learning to throw" are included. It evaluates hand-eye coordination, force control, taking turns, and expressing emotions like perseverance.
THROWS SHEET ACTIVITIES TABLE
ROLLS AND SPINS
Circuits are proposed where children roll and spin on mats, with large balls and ribbons.
7.Gantt chartt
The story and a collective mural encourage reflection on the value of trying and improvement. It evaluates balance, posture control, overall coordination, artistic expression, and cooperation.
ROLL AND SPIN SHEET ACTIVITIES TABLE
DYNAMIC MOVEMENT
This table details activities involving movement (running, jumping, crawling, navigating circuits), using varied materials and group games.
The story/art activity works on fast/slow movements and changes of direction. It assesses agility, motor adaptation, social interaction, and creative ability within the group.
DYNAMIC MOVEMENTS SHEET ACTIVITIES TABLE
EVALUATION
Progress is assessed mainly through direct observation and individual records. Evaluation covers motor skills as well as social growth, emotional expression, and autonomous participation. For each session, a specific evaluation table is used for: The motor phase: focused on key physical skills. Attitude: measuring effort, perseverance, group rules, and collaboration. Ritualized phases: entry ritual, tale, plastic/symbolic expression, and exit ritual. This approach enables comprehensive, systematic, and individualized tracking of each child’s development throughout the psychomotor program.
Social Development
Stronger group relationships and teamwork Better respect for rules and positive conflict resolution
Emotional Development
Physical Development
RESULTS
Easier identification and expression of feelings Enhanced self-esteem and self-confidence
Improved coordination, balance, and posture Increased body awareness and spatial sense
Creative and Cognitive Growth
Institutional Improvements
Strengthened creativity and symbolic thinking Greater personal and academic achievement Prevention of future learning difficulties (Truelove et al., 2020)
Upgraded physical space Enhanced teacher training Long-term educational quality for the whole school
General Impact
Significant progress for all students Reduction of participation barriers More positive, motivating, and safe environment
BUDGET
The estimated budget for implementing the program is 800 euros for the entire school year. This amount covers the protection of columns and radiators and the purchase of new open-ended and recycled materials The program makes use of existing spaces and staff, so there is no need to hire additional personnel, making it viable and sustainable within the school's current resources
Feasibility and closure
In summary, this program is practical and realistic for our school, addressing real needs and following quality education guidelines and current best practices. The teaching staff is engaged, and families will be informed and involved, helping to build a stronger school community.
QUESTIONS AND SUGGESTIONS
Bibliography
Amorim, N., Silva, P., & Castro, J. (2024). Investigating the relationship between psychomotor functions and academic performance in early education. Frontiers in Psychology, 15(8), 11352431. https://pubmed.ncbi.nlm.nih.gov/39201908/ Aucouturier, B. (2004 b). Introducción a la práctica psicomotriz de Aucouturier (PPA). Aula de innovación educativa, 136, (79- 83). https://dialnet.unirioja.es/servlet/articulo?codigo=9073997 Beltrán Lezcano, M. (2021). La práctica psicomotriz Aucouturier en educación infantil: Desarrollo y aprendizaje a través del cuerpo y el movimiento. Universidad Internacional de La Rioja. https://zaguan.unizar.es/record/108820/files/TAZ-TFG-2021-3993.pdf Bernaldo de Quirós Aragón, M. (2012). Psicomotricidad: Guía de evaluación e intervención. Madrid: Ediciones Pirámide https://dialnet.unirioja.es/servlet/libro?codigo=739197 Colegio Bernadette. (2023, October 26). Psicomotricidad Aucouturier. https://colegiobernadette.com/psicomotricidad-aucouturier/ Escuela Infantil Delphos. (2023, October 9). Psicomotricidad Aucouturier. https://escuelainfantildelphos.es/psicomotricidad‑aucouturier/ Fresquet López, A. (2023). La práctica psicomotriz de Aucouturier: El movimiento libre como base educativa. Universidad Internacional de La Rioja. https://reunir.unir.net/bitstream/handle/123456789/11599/Fresquet%20L%C3%B3pez%2C%20Ariadna.pdf González-González, L. (2024). Contribución del desarrollo psicomotriz a la formación integral en educación infantil. Universidad de Valladolid. https://uvadoc.uva.es/handle/10324/68813 Mendieta Toledo, L. B., Mendieta Toledo, R., & Vargas Cevallos, T. (2017). Psicomotricidad infantil. https://repositorio.cidecuador.org/bitstream/123456789/54/1/Psicomotricidad%20Infantil.pdf Orientación Andújar. (2015). Psicomotricidad: 3 años. https://www.orientacionandujar.es/wp-content/uploads/2015/01/38599522-Psicomotricidad-3-anos.pdf Vista de “El juego libre es importante para el desarrollo motor de los niños, pero ¿cómo podemos supervisarlo?” Un estudio fenomenológico en la educación infantil (‘Free play is important for children’s motor development, but how we can supervise it?’ A Phenomenological Study At Early childhood Education). (n.d.). https://revistaretos.org/index.php/retos/article/view/104099/78776 Hopkins, E. J., Toub, T. S., Hassinger-Das, B., Golinkoff, R. M.,& Hirsh-Pasek, K. (2019). Playing for the future: Redefining early childhood education. In D. Whitebread (Ed.), The SAGEHandbook of developmental psychology and early childhood edu-cation (pp. 239–256). SAGE Publications. https://srcd.onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.13730
END
Oportunidades
Contextualiza tu tema