RESSIGNIFICAÇÃO DO MOVIMENTO DA CRIANÇA NA EDUCAÇÃO INFANTIL

Abstract

In early childhood education, playful activities add new experiences and knowledge to children through the production of meanings and resignifications in games and games. The movements are articulated in the teaching-learning process, producing knowledge and experiences through the generation of meanings and re-meanings. The aim of this study is to discuss the potential of psychomotricity applied to the redefinition of the child's movement in early childhood education, with the presentation of a practical intervention. This study qualifies as bibliographic research. The development of this study consists of understanding the movements of children, to produce teaching strategies that enable meaningful learning in early childhood education. Psychomotricity stimulated analyzes and interpretations that provided a redefinition of the movement, contemplating the relationship between mind and body.