THE ROLE OF TEACHING IN STIMULATING PSYCHOMOTRICITY IN EARLY CHILDHOOD EDUCATION

Abstract

This article aimed to analyze the role of teaching practice in stimulating psychomotricity in Early Childhood Education, considering its relevance to the child’s overall development. The research, qualitative in approach and bibliographical in nature, was based on authors who discuss the relationship between body, movement, and learning, through the analysis of books, articles, and dissertations available in national and international scientific databases such as SciELO and Google Scholar. The study showed that psychomotricity is an essential axis in child education, as it integrates cognitive, affective, motor, and social dimensions. It was found that play, when pedagogically planned, enhances the development of both gross and fine motor coordination, promoting autonomy, creativity, and socialization. The results indicate that the teacher plays an indispensable mediating role in this process, requiring solid, continuous, and ethical training capable of articulating theory and practice. It is concluded that teaching practices based on psychomotricity promote more meaningful and inclusive learning, contributing to early childhood education that values the body, movement, and playfulness as foundations for the child’s holistic development.