Disability and Psychomotor Intervention in Early Intervention: Bond, Differentiation, and Autonomy
Article Sidebar
Main Article Content
Abstract
Psychomotricity is presented as an interesting discipline within the context of Early Intervention, one that can make a fundamental contribution to work with children with disabilities. However, psychomotricity should not be confused with physiological life, nor merely with movement: it is a discipline based on the recognition that all human activity is essentially psychomotor.
The child thus emerges as a project already envisioned in parental anticipations. The pain and excessive suffering caused by the communication of the diagnosis interfere with the adequate construction of this bond. The first task faced by these parents in relation to parenthood will always be to resolve the discrepancy between the idealized image of the child and the real child.
From this point on, recognizing the baby’s identity and autonomy from the earliest age means recognizing the baby as a subject of action and not merely of reaction. It means recognizing that the baby already uses an activity of his or her own, one that identifies him or her. Only by starting from this autonomous activity will it be possible to develop and bring forth the fundamental sensorimotor structures and schemas necessary for motor and cognitive development.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The author/s grant exclusive license without temporary limit for the manuscript to be published in Cuadernos-FHyCS edited by Humanides the Faculty of Social Science, National University of Jujuy.
References
Ajuriaguerra, J. de y Marcelli, D. (1992) Manual de psicopatología del niño. Barcelona, Editorial Masson.
Aucouturier, B. (1997) La acción como transformación. Ponencia presentada en el XIV Seminario de Práctica Psicomotriz, Escola Municipal d'Expressió i Psicomotricitat, Barcelona. Entre Líneas, (2).
Bowlby, J. (1986) Vínculos afectivos: formación y pérdida. Madrid, Ediciones Morata.
Chokler, M. (1999) El concepto de autonomía en atención temprana: coherencia entre teoría y práctica. Entre Líneas, (6).
Fonseca, V. da (1996) Estudio y génesis de la psicomotricidad. Barcelona, INDE Publicaciones.
Franc Batlle, N. (1997) Reflexiones sobre la práctica: ejes y bloques de la psicomotricidad. Entre Líneas, (1).
Lévy, J. (1993) El bebé con discapacidades: ayuda a los padres e intervención temprana. Barcelona, Editorial Paidós.
Vives, I. (1998) Reflexiones sobre los procesos de vinculación entre las madres y sus bebés. Entre Líneas, (4).
Wallon, H. (1984) La evolución psicológica del niño. Barcelona, Editorial Crítica.