A PSICOMOTRICIDADE E O OLHAR DO DOCENTE NO DESENVOLVIMENTO INFANTIL

Abstract

The present study aimed to develop supplementary material in the format of a Guide, which contributes to the training of Pedagogues in relation to Psychomotricity. The population of the studies were early childhood education teachers in Caldas Novas. The sample consisted of 90 teachers. Methods: First stage was a State of the Art bibliographical analysis to detect existing educational products on the subject, aimed at early childhood education, then a survey was carried out in all Higher Education Institutions in Pedagogy courses, the existence of the discipline of psychomotricity in the course schedule and then a field research with the aim of evaluating the knowledge of early childhood education teachers. To develop the field research, a semi-structured questionnaire was used, consisting of 20 questions, covering sample characteristics, participant profile, theoretical knowledge about psychomotricity and practical application. Results: Only two educational products aimed at early childhood education were found, which shows us the need for more academic productions. As for the survey of institutions that have psychomotricity as a subject in pedagogy courses, it showed that only two institutions included psychomotricity in their curriculum. Although many teachers understand the theory of psychomotricity well, a considerable number demonstrated a lack of confidence in both theory and practice, highlighting the need for continuous improvement of educators for a more effective approach to early childhood education. Conclusion: The research produced a guide entitled "Psychomotricity and the teacher's perspective on child development" and three articles. It was found that there are few educational products on psychomotricity for this age

group, despite the importance of the topic. The work hopes to support teachers in developing pedagogical approaches.