Psicomotricità

Psicomotricità is a term originating from the Greek words psycho – mind, and motor – movement. Psicomotricità refers to the connection between mind and body. It is a discipline based on a holistic view of human beings that considers each individual as a unity of physical, emotional and cognitive aspects which interact with each other and the surrounding social environment.

Psicomotricità originated in France at the end of the Second World War and, since then, has expanded in several countries. The term is translated in English as Psychomotor Education. Psychomotor Education takes various forms. In what follows, I am referring to the relational branch of psychomotor education - a pedagogic approach aiming at supporting and aiding children's development by means of sensorimotor experiences and symbolic games. Psychomotor education laboratories are suitable for children up to the age of 8.

A psychomotor session typically takes place in a small gym and involves groups of 8-12 children. Psychomotor sessions are organized in cycles, each cycle including 10-12 sessions. Psychomotor sessions are characterized by a typical structure and setting.

SETTING OF THE PSYCHOMOTOR EDUCATION ROOM

The psychomotor specialist devotes extreme care in preparing the setting where the activities take place. To encourage sensorimotor exploration, she creates a safe and stimulating environment in which children can balance, climb, slide, swing, jump and experiment – activities which allow children to develop both their body-image and physical competences.

Children are not allowed to bring anything into the psychomotor room. The psychomotor specialist places materials in the room for the children to play with. The materials selected are simple objects, without any pre-specified use - such as plain coloured sheets, hoops, or ropes. The aim is to stimulate children's creativity through symbolic game. In fact, those simple objects can become anything their imagination wants them to be. A hoop can be used to hula hoop, but if placed on the floor can become a nest... or, it can be a trap if you are playing guards and thieves!

STRUCTURE OF THE SESSION

Each session has a typical structure. The psychomotor specialist keeps this structure to facilitate the creation of a routine. Routines convey the idea of "predictability" and support the development of a safe environment. Children need to feel safe to be able to explore.

The typical structure consists of:

  • Opening ritual - The psychomotor specialist and the children sit in a circle and introduce (or recall) the rules that will apply during the session. The rules are very few and simple because the aim of the session is to offer a space where children are free to explore and get to know themselves, their peers, the space and the adult. The typical rules are: "You should play well, so you should not hurt yourself or others" and "If the adult claps her hands you should stop playing and come back to the initial circle." The rules are recalled at the beginning of each session.

  • Central play phase - This is the central part of the session when children are free to play in the psychomotor room with the materials they find. The psychomotor specialist does not propose any activity, but the children are free to decide where they want to play, what kind of game they want to play, what materials they want to use and whom they want to play with. The psychomotor specialist makes sure that the children follow the rules and act as a "director" by supporting the children in their games and facilitating the inclusion of all the children in the group games.

  • Calming activity - In the play phase, children typically get really involved in the game they are playing. A calming activity (such as a drawing or collage) might help them to calm down. Besides, this phase encourage children internalizing the content of the game they played.

  • Closing ritual - At the end, children and psychomotor specialist sit again in a circle and recall the game played during the session. Children might even be asked to think about a game they want to play in the next session. This serves as a closing moment but also as a way to teach children the importance of "planning" their ideas.


THE PSYCHOMOTOR SPECIALIST

The psychomotor specialist knows how to interpret children body language and games. She knows how to use her body to communicate, and she has reached a deep awareness of her emotions and relationship styles. The training to become a psychomotor specialist involves a deep personal involvement.

After a Master Degree at Università di Bergamo and professional training at Kyron – Centro di Formazione e Ricerca in Psicomotricità Integrata, I became a Psychomotor Specialist affiliated to F.I.Sc.O.P (Federezione Italiana Scuole e Operatori della Psicomotrcità).

From 2012 to 2015, I organized several psychomotor education laboratories for children aged 3 to 8.

Psychomotor education with pre-school children - Italy, 2014

Psychomotor education with pre-school children - Italy, 2013