PSYCHOMOTRICITY AS AN ALLIED TOOL IN EARLY CHILDHOOD AND SPECIAL EDUCATION: POSITIVE IMPACTS ON LEARNING

Abstract

This article aimed to analyze the importance of psychomotricity as an allied tool in early childhood and special education, highlighting its positive impacts on the learning process. Methodologically, it is a bibliographic research with a qualitative approach, based on authors such as Le Boulch (1987), Fonseca (2012), Vayer (1984), Wallon (1979), Vygotsky (1998) and Gallahue and Ozmun (2005). The works were analyzed using Bardin’s (2016) content analysis technique, identifying three central axes: psychomotor development, inclusive practice, and the teacher’s mediating role. The results indicated that psychomotricity favors the child’s integral development, stimulating cognitive, motor, affective, and social aspects, as well as strengthening inclusion and autonomy among students with disabilities. It is concluded that integrating body, movement, and emotion in the educational process promotes more meaningful, playful, and humanized learning, reaffirming the importance of psychomotricity in building an inclusive and transformative school.