1. Coordination and Movement regulation
According to Wallon (1956), the psychomotor skills integrate the cognitive, emotional, symbolic and sensorimotor skills in the capacity of being and express ourselves in a psychosocial context.
1.1 Developmental aspects
The psychomotor development integrates maturing and relational aspects (with the context).
o Each ability sums to the other. So time by time we have more abilities and more complex actions.
- Control of the own body (external aspect and internal).
- Motion and strength in the body activity (related to the environment)
o Each ability sums to the other. So time by time we have more abilities and more complex actions.
1.2 Neurological basis
Cephalocaudal law: The progressive development of the skills and abilities from the head to the feet (develop the movements of the eyes and neck to the trunk; ending in legs).
Proximodistal law: Progressive development from the centre of the body towards the members (controlled movement of the shoulder and elbow before wrist, finally hand fingers). Movements become finer = pincer grip. Fine vs gross motor skills.
Proximodistal law: Progressive development from the centre of the body towards the members (controlled movement of the shoulder and elbow before wrist, finally hand fingers). Movements become finer = pincer grip. Fine vs gross motor skills.
1.3 Progress in two abilities
1. Independence: control of each motor segment separately (7-8 years).
2. Coordination: association of motor patterns originally independent. There appear composed movement which are more complex than the previous ones and they get automatiz
2. Coordination: association of motor patterns originally independent. There appear composed movement which are more complex than the previous ones and they get automatiz
1.4 Ontogenetic Changes
There are five cognitive stages through whom everyone passes through (Piadget theory supports it).
- Impulsive: it is characterized by reflect reactions.
- Emotional: express emotions.
- Sensorimotor: acquire movements and reach a lot of the process of exploration.
- Projective: use the body to communicate and express themselves.
- Personality and functional value: identity and the possibility to identify themselves in relation with the construction of the body scheme.
2. Psychomotor Development at School Age
Lateral dominance: Automation – instrumental preference; it appears around 3/6 years.
Muscular tonicity: It is the voluntary muscular tension, related to representation and voluntary control of the own body (bed – balloon). Affects big muscular groups: postural control which is related to the equilibrium. It affects the attention and the children’s emotional world. We can see that during the growth process of the children there is a progress: we first catch the ball and throw it and when we are more developed we know how to cut and paint (motricitat fina).
Body equilibrium: Capacity to orientate appropriately the body on the space; it is a relationship between the posture and the outside world. We find two types of equilibrium:
- Static equilibrium: the person projects the centre of gravity within the area close to him. It occurs when simple and static actions are done.
- Dynamic equilibrium: two reversible processes occur at the same time, during this process the centre of gravity changes constantly.
Organizing of space and time: (first action then representation): it is the acquisition of spatial references (near- far; inside-out) and time (before-after; morning-afternoon-night); harder than space. Objective location vs. Egocentric (where sun rises? At what time?).
As they grow up, children delimit his body in relation to persons, objects and space (they find where they end and the other things begin). After a process they can run, stand up and turn with control. Thanks to the spatial organization they can be oriented in the field taking references in the space. Apart from that we also have the organization in time: linking and synchronizing action within a time.
Muscular tonicity: It is the voluntary muscular tension, related to representation and voluntary control of the own body (bed – balloon). Affects big muscular groups: postural control which is related to the equilibrium. It affects the attention and the children’s emotional world. We can see that during the growth process of the children there is a progress: we first catch the ball and throw it and when we are more developed we know how to cut and paint (motricitat fina).
Body equilibrium: Capacity to orientate appropriately the body on the space; it is a relationship between the posture and the outside world. We find two types of equilibrium:
- Static equilibrium: the person projects the centre of gravity within the area close to him. It occurs when simple and static actions are done.
- Dynamic equilibrium: two reversible processes occur at the same time, during this process the centre of gravity changes constantly.
Organizing of space and time: (first action then representation): it is the acquisition of spatial references (near- far; inside-out) and time (before-after; morning-afternoon-night); harder than space. Objective location vs. Egocentric (where sun rises? At what time?).
As they grow up, children delimit his body in relation to persons, objects and space (they find where they end and the other things begin). After a process they can run, stand up and turn with control. Thanks to the spatial organization they can be oriented in the field taking references in the space. Apart from that we also have the organization in time: linking and synchronizing action within a time.
2.1 Psychomotor Skills at school age
School-children should learn to regulate motor skills and internal processes that determine them. Psychomotor education refers to complex issues rooted with the individual and collective imaginary (social and cultural) – savage child – contextualised education. This learning needs persistence, involvement, and systematic education through all the scholarization, preferibly in a transversal way – language class / maths class.
2.3 Goals of development of Psychomotor skills at school age
Movement Intentionality, Corporal expression and communication.
Taxonomy for the education in psychomotor dimension:
1. Psychomotor education basis:
a. Stimulation of the reflex movements (innate reflex of the child (postural, prehensile, etc).
b. Stimulation of fundamental movements:
Locomotor movements (crawl, walk, run, jump...).
No locomotor movements (subject moves around an axis: pirouettes, turns, rotations...).
Manipulative movements (from taking a game and let it go until manipulate mobile phones).
2. Perceptual aptitudes: Ability to integrate information of the environment and of the own body (visual stimulus, auditory and tactile) that are selected and interpreted in the superior cerebral areas.
a. Corporal Consciousness (laterality, equilibrium...).
b. Body image.
c. Sensorial discrimination: visual, auditory, tactile, etc.
d. Coordinated abilities: eye-hand coordination, eye-foot coordination, etc.
3. Physical aptitudes: Control of complex movements:
a. Muscular and cardiovascular resistance
b. Strength.
c. Flexibility.
d. Agility.
e. Change of direction.
f. Initiation and detention, reaction-response time.
4. Skilled Movements: This level is the culmination of the previous ones and the adaptation of those to ore complex situations.
a. Simple adaptive skill through the management of the own body, learn to move on space (“pista americana”).
b. Compost adaptive skill through the use of instruments (foot in each whole).
c. Complex adaptive skill coordination and regulation of the movement in a specific context (dance, specific game such as football).
5. Non-discursive communication: The student uses all his/her skills, qualities, to express him/herself and even to create movements.
a. Expressive dimension (communicative movements used in daily life such as facial expressions, postures and gestures ...).
b. Posture and stance.
c. Gestural imitation and facial expressions imitation.
d. Interpretative dimension (aesthetic and creative movement; more complex motor development).
e. Interpretative movements through gesture and corporal posture.
Taxonomy for the education in psychomotor dimension:
1. Psychomotor education basis:
a. Stimulation of the reflex movements (innate reflex of the child (postural, prehensile, etc).
b. Stimulation of fundamental movements:
Locomotor movements (crawl, walk, run, jump...).
No locomotor movements (subject moves around an axis: pirouettes, turns, rotations...).
Manipulative movements (from taking a game and let it go until manipulate mobile phones).
2. Perceptual aptitudes: Ability to integrate information of the environment and of the own body (visual stimulus, auditory and tactile) that are selected and interpreted in the superior cerebral areas.
a. Corporal Consciousness (laterality, equilibrium...).
b. Body image.
c. Sensorial discrimination: visual, auditory, tactile, etc.
d. Coordinated abilities: eye-hand coordination, eye-foot coordination, etc.
3. Physical aptitudes: Control of complex movements:
a. Muscular and cardiovascular resistance
b. Strength.
c. Flexibility.
d. Agility.
e. Change of direction.
f. Initiation and detention, reaction-response time.
4. Skilled Movements: This level is the culmination of the previous ones and the adaptation of those to ore complex situations.
a. Simple adaptive skill through the management of the own body, learn to move on space (“pista americana”).
b. Compost adaptive skill through the use of instruments (foot in each whole).
c. Complex adaptive skill coordination and regulation of the movement in a specific context (dance, specific game such as football).
5. Non-discursive communication: The student uses all his/her skills, qualities, to express him/herself and even to create movements.
a. Expressive dimension (communicative movements used in daily life such as facial expressions, postures and gestures ...).
b. Posture and stance.
c. Gestural imitation and facial expressions imitation.
d. Interpretative dimension (aesthetic and creative movement; more complex motor development).
e. Interpretative movements through gesture and corporal posture.
2.4 Activities for Primary's School Children
The body, the movement and the feeling, are the instruments that we use in Body Expression Activities.
Painted hands: With different dishes full of paint we painted our hands of different colours to our liking. Then with an improvised theatre we will make small representations.
Expressive foot: On a very large surface paper we will walk barefoot by wetting the feet in paint of different colours. Then we will create a very interesting large mural.
The psychomotor skills that are worked in education can be both Regularized and Traditional Approach (P. Ed.) or Creative and Integral Approach (dance, theatre).
Painted hands: With different dishes full of paint we painted our hands of different colours to our liking. Then with an improvised theatre we will make small representations.
Expressive foot: On a very large surface paper we will walk barefoot by wetting the feet in paint of different colours. Then we will create a very interesting large mural.
The psychomotor skills that are worked in education can be both Regularized and Traditional Approach (P. Ed.) or Creative and Integral Approach (dance, theatre).
2.5 Conclusions and Sum up
Psychomotor skills are the abilities to be and express themselves in a context psychosocial (cognitive, emotional, symbolic and motor sensorial issues).
Advances in control of their own body, movement and corporal activity to interact effectively with the social environment (from act to thinking, Wallon, 1956).
Educational Goals oriented to the intention of the movement, body expression, and communication with others in a social space.
Psychomotor education is rooted with the individual and collective imaginary (socio-cultural).
Advances in control of their own body, movement and corporal activity to interact effectively with the social environment (from act to thinking, Wallon, 1956).
Educational Goals oriented to the intention of the movement, body expression, and communication with others in a social space.
Psychomotor education is rooted with the individual and collective imaginary (socio-cultural).
3. Body Scheme Construction
3.1 Definition and concept
IMAGE: conscious perception of our body, both globally and segmentary.
PROGRESSIVE EXPERIENCE: physical (sensorial, proprioceptive and exteroceptive impressions) and social – (interrelations in the social context).
Body images:
Perceptual Image: Representation: information about shape of our body.
Cognitive Image: Beliefs: Thoughts, self-messages about our body.
Emotional Image: Feelings: Level of satisfaction with our figure and with the experiences that our body proportionate us.
During the Primary School Stage the children develops the Projective and Personalized and functional value from the five stages of the psychomotor development:
Impulsive - Emotional - Sensorimotor - Projective - Personalized and Functional value.
PROGRESSIVE EXPERIENCE: physical (sensorial, proprioceptive and exteroceptive impressions) and social – (interrelations in the social context).
Body images:
Perceptual Image: Representation: information about shape of our body.
Cognitive Image: Beliefs: Thoughts, self-messages about our body.
Emotional Image: Feelings: Level of satisfaction with our figure and with the experiences that our body proportionate us.
During the Primary School Stage the children develops the Projective and Personalized and functional value from the five stages of the psychomotor development:
Impulsive - Emotional - Sensorimotor - Projective - Personalized and Functional value.
3.2 Developmental aspects of Body Scheme construction
The child knows his/her body before knowing the world that surrounds it. The body scheme develops slowly during childhood. The pre-school and school stages are fundamental in its development. The body scheme should be completely developed around 11-12 years old.
Stages of the body scheme development:
1. The lived and experienced body: Conquest of the self-skeleton, through the global experience and the relation with the adult (0-2 years old).
2. The perceived body: Attention towards the global body and each one of the body segments (proprioceptive knowledge). Corporeal self (3-7 years old).
3. The represented body: Functional independence (global and segmented). Increase of autonomy (use of instruments etc.) Goals – anticipation. (+7 years old).
Stages of the body scheme development:
1. The lived and experienced body: Conquest of the self-skeleton, through the global experience and the relation with the adult (0-2 years old).
2. The perceived body: Attention towards the global body and each one of the body segments (proprioceptive knowledge). Corporeal self (3-7 years old).
3. The represented body: Functional independence (global and segmented). Increase of autonomy (use of instruments etc.) Goals – anticipation. (+7 years old).
3.3 Regulative function of the Body Scheme Construction
Body conscience and regulation
1. Perception and control of own body (positive image, movement regulation, etc.).
2. Postural equilibrium in different points of support.
3. Defined and automatized laterality.
4. Corporal segments independence in relation to the trunk and among themselves (better coordination).
5. Control and equilibrium of the impulses or inhibitions closely related with the body scheme.
Time representation
Physical time: Time appreciation, through the cultural instruments (calendar, clock, year seasons, etc.).
Physiologicaltime: “biological time” – organic needs regulation (sleep, having breakfast…).
Time intervals: Actions order and length. Temporal structuring
Psychological time: Conscience of the internal length of our motor actions.
Spatiotemporal Structuring
Space representation:
o Proximal space: differentiation our body from the context.
o Remote space: differentiation of spaces that the body can occupy (operant space).
Temporal structuring:
o Rhythmic induction.
o Cognitive discrimination.
o Motor execution.
Awareness of the time relations:
o The wait.
o The simultaneity, and the succession.
o Movement regularity and alternation.
Bad defined body scheme:
Deficit of the subject – exterior world relation
Perception deficit: difficulties with the spatiotemporal structuration (ex: space orientation, attention to the time limit of the activities, etc.).
Motor deficit: clumsiness, incoordination.
Affective deficit: insecurity, low self-esteem, and consequently, violence and aggressively.
1. Perception and control of own body (positive image, movement regulation, etc.).
2. Postural equilibrium in different points of support.
3. Defined and automatized laterality.
4. Corporal segments independence in relation to the trunk and among themselves (better coordination).
5. Control and equilibrium of the impulses or inhibitions closely related with the body scheme.
Time representation
Physical time: Time appreciation, through the cultural instruments (calendar, clock, year seasons, etc.).
Physiologicaltime: “biological time” – organic needs regulation (sleep, having breakfast…).
Time intervals: Actions order and length. Temporal structuring
Psychological time: Conscience of the internal length of our motor actions.
Spatiotemporal Structuring
Space representation:
o Proximal space: differentiation our body from the context.
o Remote space: differentiation of spaces that the body can occupy (operant space).
Temporal structuring:
o Rhythmic induction.
o Cognitive discrimination.
o Motor execution.
Awareness of the time relations:
o The wait.
o The simultaneity, and the succession.
o Movement regularity and alternation.
Bad defined body scheme:
Deficit of the subject – exterior world relation
Perception deficit: difficulties with the spatiotemporal structuration (ex: space orientation, attention to the time limit of the activities, etc.).
Motor deficit: clumsiness, incoordination.
Affective deficit: insecurity, low self-esteem, and consequently, violence and aggressively.
3.4 Body Scheme and School Learnings
A. Calculation difficulties:
B. Problem solution difficulties.
1. Reading Difficulties:
2. Writing difficulties:
- Up – Down: d-p/n-u
- Operate without taking into account the position.
- Operate from left to right.
- Numerical symbols (ex: <>) reading and writing difficulties.
B. Problem solution difficulties.
1. Reading Difficulties:
- Substiution: changing one letter, syllabus or word for another.
- Deficient perceptive organization, confuses one letter for another one (ex.: m by n).
- Articulatory difficulties, related with the number of substitutions in the reading.
- Omissios: not reading letters, syllabus, or words (perceptive problems and articulatory difficulties).
- Investments: change the order of the word letters (alterations in the spatial organization).
- Deficitary Comprehension.
2. Writing difficulties:
- Confusion of the letters in which changes the orientation:
- Up – Down: d-p/n-u
- Letter reversion: el le / la al / se es
- Increasing of letters in words or omission of some.
- Syllabus reversion.
3.5 Summary
The body scheme, understood as the own body knowledge in a representative level, is slowly constructed until 11-12 years old, it depends on the maturation of the nervous system and of its own action; according to the context and the others whom which the child interacts, and to the affective tonality of the representation that the child does of him/herself and of the objects of his/her world with whom he/she relates. Education can contribute to an adequate construction of the body scheme, avoiding possible socialization and learning difficulties, associated to different aspects that influence in its definition.
4. Graphic Gesture Evolution
4.1 Importance of drawing in Childhood
Drawing is a transposition or representation of something related to reality, it can be an object or an emotion. The possibility of manifesting through the drawing creates an own space in which they have control over their reality. Source of communicative, expressive, and creative values, they are means for the integral development of the child.
The desire of being valued, the recognition of his/her effort will make the child feel understood and accepted. The mental, emotional and physical state of the child influence in the drawing. The drawing imperfections are notmistakes, they express a way of representing the reality.
The desire of being valued, the recognition of his/her effort will make the child feel understood and accepted. The mental, emotional and physical state of the child influence in the drawing. The drawing imperfections are notmistakes, they express a way of representing the reality.
4.2 Developmental aspects
MOTOR SKILLS: Draws as he can, according to his mature development.
COGNITION: Draws what knows and perceives in a symbolic way (representation) or in a realistic way (similarity).
AFFECTIVE: Draws what he is interested in, what he likes or not.
COGNITION: Draws what knows and perceives in a symbolic way (representation) or in a realistic way (similarity).
AFFECTIVE: Draws what he is interested in, what he likes or not.
4.3 Factors that influence Graphic Gesture Evolution
2.1. Maturation of the hand musculature:
Thumb development: Flexion- Extension: Perpendicular movement (Abduction and Adduction).
Rotatory movements.
2.2. Psychological factors:
Development of the fine motor skills.
Cognitive development (symbolization).
Socio-affective development.
2.3. Education/Artisitc Drawing.
Thumb development: Flexion- Extension: Perpendicular movement (Abduction and Adduction).
Rotatory movements.
2.2. Psychological factors:
Development of the fine motor skills.
Cognitive development (symbolization).
Socio-affective development.
2.3. Education/Artisitc Drawing.
4.4 Change Direction
From the scribble (“garabato”) to the ideographic representation: Gradually it is possible to identify the content of the shapes and figures.
From the drawing to the writing: From the graphic symbolization to the writing signs domain.
From the drawing to the writing: From the graphic symbolization to the writing signs domain.
4.5 Stages of Children's drawing
1.MOTOR OR SCRIBBLING STAGE: (1-2 years old)
o Action as the basis of the representation
o Control of the hand and forearm’s (antebrazo) motor skills.
o Increasing of the movements’ control and coordination (voluntary movements referred to the body position and of the corporeal segments).
o Improvement of the fine motor skills.
o Emergence of the symbolic function (cognitive plane together with the motor action).
Development: Homo-lateral lines (16 months) (all the arm is moving)à Horizontal or Oblique Sweepings (barridos) (20 months) (back and forth movements) à Circular lines, positives or negatives (more flexible lines).
Difficulties with the GG:
1. Kinesthetic control – rotation direction (positive or negative), and shifting direction (from left to right and from up to down).
2. b) Anticipation of the graphic act - Ideographic level.
2.REPRESENTATIVE STAGE:
Representative intention: stops being interested in his/her gesture and starts to be worried for the drawing (the result). There is a better eye-hand coordination: The eye that was following the hand “checking the trace”, progressively guides the trace.
In enters into action the flexor muscle of the thumb
- It can guide a line to a precedent one
- Is able to do a “square” (closed shape for four points)
- Can close a circle and/or combine it with several lines (e: draw a sun).
- It appears the double rotation (positive and, then, negative direction) in a continuous movement (draw arabesques and spirals).
- Increasing control of the amplitude and the curvature.
- Figurative intention: He/she assumes that scribbles are a way of expression and that through his/her drawings provokes a reaction in adults.
- Verbal description of the graphic activity: Can give name to his/her scribbles even if his/her traces might not be similar to the object that he/she wants to represent (with the adult eyes).
- Graphic activity becomes a communication and a representation instrument.
2.1 Subjective realism: (2-4 years old)
2.2 Conceptual realism: (5-7 years old)
3. COMUNICATIVE STAGE: (from 8 years old)
Ability to see, recognize and understand two dimensions in the graphic-plastic images:
A. Analytic intention based on observation (objective dimension):
Comprehension of the perceived images’ meaning, competences to realize inferences (access to symbolic reality / symbolized).
B. Representative intention (subjective dimension):
Manifestation of ideas, stimulation of feelings and emotions, through personal creations.
1. Analytic intention based on observation (objective dimension).
2. Representative intention (subjective dimension).
4. REALIST STAGE: (artistic drawing and realist drawing)
Dominance of graphic-plastic techniques of the drawing. Ability to appreciate the shape configuration, taking into account the proportion, volume, and perspective. Creative expression and arts appreciation (from 15 years old).
Educative Intervention:
- What matters is not the drawing but the creative process.
- It is important not to present the model to the child, not presenting always the stimulus.
- Not correcting the child production, just if it’s an essential technical advice.
- Not interpreting the child production.
- Distinguishing Spontaneous and directed graphic activity.
Consequences of the reproductive tasks:
- Children get used to work on the basis of stereotyped models, and develop their traces from the adults’ model.
- Those models impose the adults’ aesthetic.
- In general they are of visual dimension.
- All this is counterproductive because THE GRAPHIC GESTURE IS OF MOTOR DIMENSION.
From the graphic gesture to the writing:
Create the situation– to present a gestural problem –. Orientate the search towards a profitable gesturalsolution (basis for the writing learning). To favour the progressive decreasing of the gesture amplitude. Give varied and repeated chances to affirm the graphic gestures that the child discovers and applies as solutions to the problems (representation tasks) thatare presented to them.
Graphic gesture education:
The educative norm is the following:
In this way the child learns to better represent the space and dominate the trajectory of his/her hand.
o Action as the basis of the representation
o Control of the hand and forearm’s (antebrazo) motor skills.
o Increasing of the movements’ control and coordination (voluntary movements referred to the body position and of the corporeal segments).
o Improvement of the fine motor skills.
o Emergence of the symbolic function (cognitive plane together with the motor action).
Development: Homo-lateral lines (16 months) (all the arm is moving)à Horizontal or Oblique Sweepings (barridos) (20 months) (back and forth movements) à Circular lines, positives or negatives (more flexible lines).
Difficulties with the GG:
1. Kinesthetic control – rotation direction (positive or negative), and shifting direction (from left to right and from up to down).
2. b) Anticipation of the graphic act - Ideographic level.
2.REPRESENTATIVE STAGE:
Representative intention: stops being interested in his/her gesture and starts to be worried for the drawing (the result). There is a better eye-hand coordination: The eye that was following the hand “checking the trace”, progressively guides the trace.
In enters into action the flexor muscle of the thumb
- It can guide a line to a precedent one
- Is able to do a “square” (closed shape for four points)
- Can close a circle and/or combine it with several lines (e: draw a sun).
- It appears the double rotation (positive and, then, negative direction) in a continuous movement (draw arabesques and spirals).
- Increasing control of the amplitude and the curvature.
- Figurative intention: He/she assumes that scribbles are a way of expression and that through his/her drawings provokes a reaction in adults.
- Verbal description of the graphic activity: Can give name to his/her scribbles even if his/her traces might not be similar to the object that he/she wants to represent (with the adult eyes).
- Graphic activity becomes a communication and a representation instrument.
2.1 Subjective realism: (2-4 years old)
- Representative intention
- Predominance of the affective model
- Affective relation with reality, he/she draws what is significant.
- Evocation of the real model
- Emergence of the figurative form: recognizes the object in its elements but not in its structure
- Additive drawing
2.2 Conceptual realism: (5-7 years old)
- The figurative intention is intensified (more realist tendency).
- Perception influenced by cognition (the child draws more what knows than what sees).
- Increasing of the details of the represented object.
- Exaggeration of the size (a long arm represents an arm that moves to catch, hit…).
- Movement representation (several horizontal lines to represent the movement).
- Progressive disappearing of the juxtaposition.
- Relates the representedelements – (ex: drawsscenes, landscapes).
- Delimited spatial representation by two lines: the floor (earth) andthe sky line (sun, clouds).
- Transparency and perspective (three dimensions).
- Personal drawings (experiences).
3. COMUNICATIVE STAGE: (from 8 years old)
Ability to see, recognize and understand two dimensions in the graphic-plastic images:
A. Analytic intention based on observation (objective dimension):
Comprehension of the perceived images’ meaning, competences to realize inferences (access to symbolic reality / symbolized).
B. Representative intention (subjective dimension):
Manifestation of ideas, stimulation of feelings and emotions, through personal creations.
1. Analytic intention based on observation (objective dimension).
2. Representative intention (subjective dimension).
4. REALIST STAGE: (artistic drawing and realist drawing)
Dominance of graphic-plastic techniques of the drawing. Ability to appreciate the shape configuration, taking into account the proportion, volume, and perspective. Creative expression and arts appreciation (from 15 years old).
Educative Intervention:
- What matters is not the drawing but the creative process.
- It is important not to present the model to the child, not presenting always the stimulus.
- Not correcting the child production, just if it’s an essential technical advice.
- Not interpreting the child production.
- Distinguishing Spontaneous and directed graphic activity.
Consequences of the reproductive tasks:
- Children get used to work on the basis of stereotyped models, and develop their traces from the adults’ model.
- Those models impose the adults’ aesthetic.
- In general they are of visual dimension.
- All this is counterproductive because THE GRAPHIC GESTURE IS OF MOTOR DIMENSION.
From the graphic gesture to the writing:
Create the situation– to present a gestural problem –. Orientate the search towards a profitable gesturalsolution (basis for the writing learning). To favour the progressive decreasing of the gesture amplitude. Give varied and repeated chances to affirm the graphic gestures that the child discovers and applies as solutions to the problems (representation tasks) thatare presented to them.
Graphic gesture education:
The educative norm is the following:
- Through the movement, caused in space, by a situation to which he/she reacts, the child is provided with a global experience that concerns to all his/her body.
- Child progressively internalizes the experience decreasing the body (corporeal) part required for the expression of it.
In this way the child learns to better represent the space and dominate the trajectory of his/her hand.
APPLICATION OF THE FORMER CONTENTS TO MY STUDENTS
All the aforementioned contents and reflections can be very useful to use in class but specially to adapt the Class and OCntents Design in the several Unit Plans that can be made along all the school year. It can be useful specially in the facts of: Writting-Drawing; Reading-Drawing difficulties and the Psychomotor Skill's Development at school's year.