Psychomotricity in Early Childhood Education: Perceptions of Physical Education Teachers

Abstract

Psychomotor skills are a transdisciplinary field that investigates the interactions between motor skills and the psyche, integrating emotional, cognitive, and motor aspects throughout human development. Their inclusion in school physical education, especially in early childhood education, is fundamental to promoting an integrated approach to development, stimulating expression, intentional action, and the construction of thought. Its presence in school physical education, especially in early childhood education, is essential for promoting integration between body and mind, favoring expression, action, and the construction of thought. This study aimed to understand how physical education teachers perceive the contribution of psychomotricity in the teaching-learning process in early childhood education. The qualitative research was conducted with four teachers from municipalities in Pernambuco, two from the public school system and two from the private school system. The interviews were conducted based on guiding questions that addressed professional training, the application of psychomotor skills in the classroom, their methodologies, and the effects of non-psychomotor development in childhood. The results showed that, although teachers recognize the importance of psychomotor skills in school physical education, their statements reveal heterogeneous understandings that are sometimes poorly aligned with methodological criteria for application. It was concluded that, despite theoretical recognition of the relevance of psychomotor skills, there are still gaps in pedagogical practice that require continuing education and greater clarity in the construction of contextualized methodological proposals.