Psychomotricity studies the complexity of development, the body's relationships with the world in its interacting emotional, affective and cognitive components.
In particular, starting from early childhood, the body is an element of primary importance because it allows us to feel, know and relate by experiencing the world and continues to grow throughout life.
The child, through movement and play, tells his story, his present reality and his future aspirations. In relationships with adults and peers, he undertakes the journey from dependence to autonomy, building the foundations of his personality.
Therefore, the experience of physical play promotes a positive intertwining of cognitive, motor, social and creative functions, allowing not only the child but also the adult and the elderly to transform reality, discover their potential and realize their desires.
It is necessary to make a difference between psychomotor methodology and psychomotor approach. While the first facilitates the integration of experience data, the psychomotor approach aims to be understood both as a form of prevention of the discomfort that accompanies the arc of life and as a resource in the growth process, developing the concept of Emotional-Behavioral Map, a personal path in play and movement thanks to which the child, the adult and the elderly progressively learn to transform emotions into moods and feelings, to act correctly in space, in time, with objects and people to independently satisfy the needs of attachment/separation, of gender identity, in order to be able to build their own Communicative-Relational Model.
In the educational context, the value assigned to personal relationships and to the connections, often evident, between the cognitive and emotional components of the various interactions is becoming increasingly central.
Therefore, psychomotricity offers, by its very nature, a meeting ground between the physical and mental dimensions of the individual and, at a formative level, it offers the opportunity to put operators in contact with the physical and emotional aspects of the relationship in order to integrate them with the verbal and thought ones.
The training approach of psychomotricity, consequently, stimulates and develops the possibility of grasping, understanding and integrating the various aspects of the person starting from his non-verbal expressive forms up to the integration of the most evolved dynamics of verbal language.
