The notion of “body schema” since the early 60s find spaces among the objectives and the aimsrelated to motricity and phisic education at school. Through the contributions of P. Vayer, P.Aucouturier, J. Le Boulch in the psychomotricity make their way educational and methodologicalprinciples that see Education of and through the body as a fundamental tool of self-knowledge and alearning method that involves equally emotional and cognitive. The gradual recognition of the bodyas a center of identity from which starts all experience, has given rise to an increasing attention tothe cognitive potential of it, but also of the expression of emotions.The phenomenological-existential approach lays the foundation for a reassessment of the role ofcorporeality in the educational and learning processes. This work was aimed to obtain data on knowledge, fields of application and perception of the social context related to psychomotricityfrom a sample of parents and teachers of students in primary schools in a province of westernSicily. The data obtained lead to the conclusion that knowledge of the psychomotricityphenomenon is relatively little known among teachers and parents.It would be desirable to spread a culture of psychomotricity as a valid mean to help the growth anddevelopment of all children, not just those with difficulty, placing it at primary prevention level,aiming at obtaining promotion and development of a healthy and balanced growth. Increasingknowledge and a better acceptation of families and teachers related to Psychomotricity, in fact,depend also on the possibility of providing adequate courses of information and education.
|Number of pages||21|
|Journal||PEDAGOGIA E VITA|
|Publication status||Published - 2018|