Psychomotricity is the science that studies man through his moving body and in relation to his inner world and exterior, which can be defined as the ability to mentally determine and coordinate movements bodily.
The word "psychomotricity" comes from the Greek term psyche = soul and the latin verb motorcycle = move frequently, shake strongly.
Psychomotricity is related to the maturation process, in which the body is the origin of cognitive, affective and organic acquisitions, being supported by movement, intellect and affection.
It is the psychic ability to perform movements, through psychic activity that transforms the image for action into stimuli for proper muscle procedures.
It can thus be said that psychomotricity is a term used for a conception of organized and integrated movement, of according to the experiences lived by the subject whose action is the result of his individuality, language and socialization.
In the beginning, psychomotricity focused only on motor development. Afterwards, he studied the relationship between the child's motor and intellectual development and is only now studying the laterality, spatial structuring, temporal orientation and their relations with intellectual development of child.
Psychomotricity in Early Childhood Education
THE psychomotor education it is a global education that associates the child's intellectual, affective, social and motor potential, giving him security, balance and allowing its development, correctly organizing its relationships with the different media in which it should to evolve.
It refers to basic education that is essential for every child, whether normal or with problems, as it serves a dual purpose: to ensure the functional development, taking into account the child's possibilities, and helping their affectivity to expand and balance itself through exchange with the human environment.
It is a pedagogical action whose main objective is the child's motor and mental development, with the purpose of leading him to dominate his own body and acquire an inhibition voluntary, he proposes, has the spontaneous movement, his fundamental guideline, because, in any movement, there is an affective condition that determines a behavior intentional.
It is believed that it is always a driving action, however little it regulates the appearance and development of mental formations, it is through the motor aspect that the child makes the first contact with language socialized.