EN
PT
EN
PT
Pedagogy of psychomotricity in educational contexts
Product: Book
ISBN: 978-88-590-1735-6
Publication date: 01/11/2018
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This book offers a vision of child education and training oriented towards psychomotor thinking. It provides the teacher with a model of intervention, called “psychomotor game”, which can be used in the context of “doing school”. Besides being a valid tool for supporting the growth of the child’s ego, this model constitutes a self-training and evaluation device for the teacher as well as for the educational institution as a whole. The book outlines the potential and critical nature of a clear and defined proposal, which has never been as necessary as it is now, underlining its principles, objectives and methodology. At the same time, it shows experiences carried out directly in the field and reflections on the practices introduced in schools. That which is presented in the book is an important contribution to the construction of an educational and scholastic culture which has been matured in decades of research, experimentation, work in and with schools, which proposes a dialogue with educational institutions attentive to the deep needs of children. The book is aimed at all adults who in various capacities (personal, professional or institutional) have experience with children and are called to a genuine relationship with it within educational institutions.
FIRST PART: THE BASIC THEORETICAL ELEMENTS
CHAPTER 1 – Today’s educational institutions
• Children of the third millennium • Childhood from a teacher’s point of view • School and parents
CHAPTER 2 – Elements of psychomotor pedagogy
• Psychomotor pedagogy • Representation of the adult by the child • Psychomotricity in educational institutions • The psychomotorist
CHAPTER 3 - Psychomotricity in educational contexts
• Psychomotricity and educational distress • Psychomotor school games • Elements of professional hybridization • Conclusion
CHAPTER 4 - Project planning
• Institutional conditions • First phase • Second phase • Supervision and ongoing training
SECOND PART: EXPERIENCES
CHAPTER 5 - Staff training: experience in Ravenna
• The project in the first year • Second year • The following years • Reflections • The meeting with the psychomotor game at the nest • Conclusions
CHAPTER 6 The psychomotor game space: experience in Riccione
• Introduction • Educational intentions and phases of the action-form • Considerations from the pedagogical coordination of the Municipality of Riccione • Some group dynamics encountered • The role of the psychomotorist in the co-management
THIRD PART: REFLECTIONS ON PRACTICES
CHAPTER 7 The taste of daring reflections
• Introduction • A cross-sectional view of the contexts • Professionalism, different actions • Contexts and competences • A lunge on psychomotor training • Concluding reflections
Conclusion • Institutional difficulties • Difficulties on the part of teachers or educators • Difficulties on the part of psychomotorists
