Psychomotricity, playfulness and their relation with learning in Initial Education: teacher comprehension

Abstract

This research aims to understand from the perspective of teachers the importance of play and psychomotricity in relation to the development of learning in Early Childhood Education. For that, he conducted semi-structured interviews with four teachers who work in this educational segment. Data analysis was based on the Content Analysis methodology. As a result, it is perceived that professionals perceive the need for insertion of activities that aim at the psychomotor development of the individual and also suggest playfulness as a mechanism for such. It is considered, therefore, that playfulness and psychomotricity in Early Childhood Education are interconnected by the processes of appropriation and knowledge of the children of their own bodies and of themselves.