Psychomotor Structure and Human Development
Psychomotor Structure
Structure: The way in which different parts of a set are arranged together, are supportive, and only become meaningful in relation to the whole.
Psychomotor: Refers to a holistic concept of the subject. It deals with the interaction established between knowledge, emotion, body, movement, and its importance for the development of the person and their ability to express themselves and relate to the world that surrounds them.
Psychomotor Structure: The complex relationships that define the experience of the body to its environment. From these relationships, and as a result of them, personality building and affirmation of self will occur.
Other Concepts
Human behavior: The body, thanks to its plastic nature, becomes an expressive instrument, communicator, and transitive relation.
Conduct: The final outcome of many processes interacting with each other. Behavior (body) is conditioned by three main factors: volitional capacity (want to), cognitive ability (know-how), and ability to act (to do).
Human development: A result of successive transformations that allow humans to meet their needs through a process of adaptation to the environment.
Psychomotor Training
Psychomotor training is the result of the individual’s interactive relationship with its environment. It occurs in the following order:
- Psychosomatic Record: In which all organic responses are sorted, especially those that do not allow other expressions, constituting what some call “body language.”
- Psychomotor Record: Where the most relevant reference is how to represent our body verbally.
- Verbal Record: This includes not only oral action but also any form of meta-communication, including body language and non-verbal communication.
Levels of Action
- Tonic-emotional: Development activities are intended to help the child improve lines of relationship with themselves and with others, using objects as an important element of fundamental support, being intermediate in communication. Objects: soft, warm, flexible, enveloping, etc.
- Sensory-motor: Work on the pleasure of perceiving the movement of the body and mature driving behavior and basic neuromotor evolution. It progresses from uncontrolled movement to the taste for control. Objects: those that allow great movement.
- Perceptual-motor: Discover the joy of intentional movement. We work on the development of the body schema, the spaces (interior, postural relation), and stroke (internal routines to connect it to external), relations with objects, including objects themselves and in the plane, looking for their characteristics, actions, reactions, and their location, orientation, and organization in space and time. Objects: soft or rigid light with stable forms.
- Projective-Symbolic: Promoting the emergence of mental activity specifically related to human body information. As it becomes automated, the child is accessing the symbolic level. Gradually builds up mental images, being able to recreate the properties of things, beings, and objects, and evocative opening to the outside world, providing them with various meanings. The child develops their world with others, socializing, creating joint projects, using communication channels as tools to maximize the child, using psychomotor expression. We will work on encoders, decoders, imitations, praxia, echopraxia games, imitation, evocation, role-playing, fantasy, rules, and rituals.
- Gnostic: Develops arbitrary relationships between meanings and signifiers. Educators, we introduce the signs of the different languages (musical, mathematical, artistic, etc.) as a means of communicating ideas, feelings, and facts that do not bear any signs, etc. A list *without* analogy with the action, but determined.