Integrating psychomotricity and psychopedagogy in early childhood education: promoting affective and cognitive development in early childhood

• DOI: https://doi.org/10.22533/at.ed.5585325230112

• Palavras-chave: Psychomotricity; Psychopedagogy; Early childhood education; Holistic development.

• Keywords: Psychomotricity; Psychopedagogy; Early childhood education; Holistic development.

• Abstract:

  This article addresses the effective integration of psychomotricity and psychopedagogy as fundamental tools in the context of Early Childhood Education, with a focus on affective and cognitive development during early childhood. The main objective is to examine how the combination of these approaches can optimize the educational environment, promoting holistic growth in children. The methodology adopted was a comprehensive literature review, exploring relevant studies, theories and educational practices that highlight the intersection of psychomotricity and psychopedagogy. The results highlight the importance of psychomotricity in promoting children's motor, emotional and social skills, while psychopedagogy plays a crucial role in identifying and intervening in possible learning difficulties. The integration of these approaches has proven effective in creating an environment conducive to cognitive and affective development, strengthening the emotional bonds between educators and children. The conclusions highlight the tangible benefits of this integration, emphasizing the need for collaboration between education professionals, psychomotricians and psychopedagogues. This work contributes to the practical and theoretical understanding of how the synergy between psychomotricity and psycho-pedagogy can enrich the educational experience in early childhood, providing a solid foundation for children's overall development.