Different Perceptive Qualities for the Psychomotricity

Mas Maite^1, , Alba Asunción², Almuedo Mònica², Lluesma Àngels², Rodríguez Anna² and Xandri Mercè²

¹Department of Basic, Evolutive and Educational Psychology, UAB, Catalonia, Spain

²Childish Education School Can Serra, Catalonia, Spain

Cite this paper

Mas Maite, Alba Asunción, Almuedo Mònica, Lluesma Àngels, Rodríguez Anna and Xandri Mercè. Different Perceptive Qualities for the Psychomotricity. American Journal of Educational Research. 2015; 3(12):1615-1617. doi: 10.12691/EDUCATION-3-12-19

Abstract

The sensorial development is the beginning of the cognitive-motor development of the child. In the perspective development of the child the studies show two positions: Piaget [9] and Gibson [5]. According to Piaget, the perception brings the child to the action and where as Gibson it’s the action brings the child to the perception. The aim of the study is to analyze the behaviours that are produced in the psychomotor sessions from the sensations and perceptions which generate a material of different perceptual properties. We select 48 children between 20 and 36 months old from kindergarden in Barcelona province. We make balloons of different sizes, weights and textures. All the balloons are in the box and located in the psychomotricity space with the habitual material of the sessions. Children are free to play with materials. The duration of the session is one hour and is realized in groups of 12 children. Later, the children classify the balloons according to the category. The results show that the size category is the best classified then the weight and finally the texture category. There are significant differences (p=.000) in the weight category between the two groups: the younger group did not distinguish between differing weights while the older group did. There aren’t significant differences (p=.312) in the size category because both classified correctly and in the texture category (p=.134) because neither classified correctly. We considerer that the child learn through movement. Therefore, the action brings the child to the perception so that knowledge of the environment is acquired. The perception exists basically as a guide for the action. The movement which is triggered in motor activity is a form of perception, a way of knowing the world and a way to act on it.

Keywords

perceptive development, psychomotricity, early childhood education

Copyright

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References

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