The subject PSYCHOMOTOR DEVELOPMENT II is taught in the Degree in Early Childhood Education during the third year. It deals with the theoretical and practical aspects of psychomotor skills.



The contents to be studied are a follow-up to those developed in the Psychomotor Development I subject. That is, the didactic guidelines for psychomotor development will be taken into account. An evaluation of the educational action within the research action system is proposed. Also, taking advantage of video recordings of psychomotor sessions in children's education classrooms, the parameters of observation of group or individual psychomotor development are analyzed.

TRAINING OBJECTIVES

1. Sensitize the future teacher of Early Childhood Education about the importance and the need for Psychomotor Development in the educational process in childhood.



2. Promote the need to develop the kinesthetic sense to achieve an enhancement of their psychomotor abilities.



3. Train the future teacher in the appropriate teaching methods, strategies and resources, in order to facilitate the development of their work to achieve the maximum performance of their professional performance.



4. Experience through the body a sensorimotor reappropriation to be able to feel, live and understand the child's expressiveness and her actions on space, objects and people.



5. Sensitize the future teacher of the importance of movement in childhood as an element of integration of affective, cognitive and motor skills in child education.



The skills to develop are:

.Experience through the body a sensorimotor reappropriation and the kinesthetic sense.

.Train in the design of the device and phases of the psychomotor practice session.

.Raise awareness about the importance of movement in childhood, as an element of integration of affective, cognitive and motor skills.

.Evaluate children's games with reflective and critical thinking as the first source of attitudes, values ​​and norms.

LESSON 1. Intervention models in psychomotricity

Intervention phylosophy. Directive pedagogy. Non-Directive pedagogy. Intervention frame.



LESSON 2. Didactic guidalines for psychomotor development

Aucouturier Psychomotor Practice. Ritual of entrance. Motor expresivity phase. Story-telling phase. Plastic and graphic expression phase. End ritual.



LESSON 3. Teacher´s attitudes

Listening ability. Symbolic friend. Educator; law and assurance symbol. Body posture. Space occupation. Space organization. Production guide. Language.



LESSON 4. Psychomotor development observation

Children observation: Self-realtionship. Relation with space. Relation with time. Relation with objects. Reation with others. Relation with adults. Language.

Theoretical-practical sessions

• Sistema de Evaluación Final
• Herramientas y porcentajes de calificación:
  • Prueba escrita a desarrollar (%): 25
  • Realización de prácticas (ejercicios, casos o problemas) (%): 40
  • Trabajos en equipo (resolución de problemas, diseño de proyectos) (%): 35

Continuous assessment



Gym practices (%20)

Clasroom activities (%20)

Teamwork (%35)

Individual test (%25)



To pass Psychomotor Development II course, all parts must be passed.







Final assessment

Students who want to be assessed through final assessement send an email indicating so.



In their case:



Individual test (%50)

Teorethical works (%50)



To pass Psychomotor Development II course, all parts must be passed.





Students that must make the interdisciplinary coursework, the interdisciplinary course work will be 10% of the total score in Psychomotor Development II. The rest of the score will be obtained as previously indicated. It is not compulsory to pass the interdisciplinary cousework to pass the Psychomotor Development II course.

Students in continuous assessment, must pass the exam in the extraordionary summon and could improve or remade the activities that they have failled in the ordinary summon.

Students in final asssement, must pass the exam in the extraordionary summon.

Computer

Sport Chlotes

Bibliografía básica

• Arnaiz, P.; Rabadán, M.; Vives, Y. (2001) La psicomotricidad en la escuela. Málaga: Ediciones Aljibe.

• Aucouturier, B. (2004). Introducción en la práctica Psicomotriz Aucouturier. Aula de innovación educativa, 136, 79-83.

• Aucouturier, B. (2011). Aucouturier Metodoa. Ekintza-fantasmak eta praktika psikomotorra. Bilbo: EHU Argitalpen Zerbitzua.

• Pikler, E. (1969). Moverse en libertad. Desarrollo de la motricidad global. Madrid: Narcea.

• Vizcarra, M.T. (2007). Garapen Psikomotorra haur hezkuntzan (0-6 urte). Bilbo: EHU Argitalpen Zerbitzua.

Bibliografía de profundización

• Aucouturier, B. L’enfant terrible. ¿Qué hacer con el niño difícil en la escuela? Barcelona. Grao.
• Aucouturier, B.; Darraul, I.; Empinet,J.L. (1985). La práctica psicomotriz. Reeducación y Terapia. Madrid. Científico-Médica.
• Aucouturier, B. eta Mendel, G. (2004). ¿Por qué los niños y las niñas se mueven tanto? Barcelona. Grao.
• Lapierre, A. eta Aucouturier, B. (1977). Simbología del movimiento. Psicomotricidad y Educación. Barcelona, Editorial Científico Médica.
• Le Boulch, J. (1969). La educación por el movimiento en la edad escolar. Buenos Aires: Paidós.

Revistas

• Psikomotrizitate koadernoak / Cuadernos de Psicomotricidad.
• Hik Hasi
• Entre líneas
• Revista española de Educación Física y deportes.
• Tandem de la editorial Graó
• Revista Kronos publicada por Revista Iberoamericana de Psicomotricidad

Direcciones web

Escuela internacional de práctica psicomotriz:
o htpp://www.escupsicomotricidad.com.

Luzaro psikomotirizate eskola:
o http://www.uned.es/ca-bergara/PISCOMO/ESCUELA.htm.

Psychomotor Education Institute of South Africa
o http://www.peisa.org.za/index.php