O Desenvolvimento Psicomotor na Percepção de Professores da Educação Infantil

Abstract

ABSTRACT

 The general objective of this article is to analyze how teachers who work in early childhood education understand and apply knowledge about child psychomotor development. The methodology applied to carry out this study was an exploratory research of a qualitative nature. Effective early childhood education teachers who work in day care centers and preschools with children aged 0 to 6 years in municipal public institutions, located in the city of Viçosa do Ceará-CE, participated in the study. The methodological instrument used was an interview with questions related to knowledge and practice aimed at psychomotor development. To guarantee the anonymity and confidentiality of the data, the research project was submitted to the Research Ethics Committee and approved. After conducting the interviews, the data were analyzed and the teachers' answers were verified based on the content analysis technique proposed by Bardin (2016). During data analysis, it was possible to observe that teachers have knowledge about psychomotricity and use different strategies for its application in the classroom, such as games, recreational activities, use of different materials and others. The interviews also highlighted some challenges faced in teaching practice, such as the lack of human and pedagogical resources and the inadequate space for carrying out activities. Despite the challenges faced by teachers, it was evident that they develop activities intentionally and seek to adapt to the reality of their classes, providing learning and enabling psychomotor development, with the student as the protagonist in the classroom.

Keywords: Psychomotor development. Child education. Psychomotricity.