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Abstract(s)
Resumo
A influência da atividade motora e da manipulação na
aprendizagem global tem sido suportada pela perspetiva de que o
movimento ativo é importante para o desenvolvimento percetivo
típico, não podendo ser substituído por movimentos passivos. Por
outro lado, considera-se que a atividade psicomotora potencia a
internalização do movimento e a relação do corpo com o espaço.
Assim, a aprendizagem humana e a conquista de estádios de
desenvolvimento surgirá como resultado da experiência motora,
posteriormente reforçada na organização cerebral pela experiência
reflexiva.
No entanto, nem todas as crianças cumprem as etapas
de desenvolvimento psicomotor nos períodos típicos. Quando a
questão se coloca face a crianças em desvantagem,
nomeadamente com necessidades educativas especiais de caráter
motor, como é o caso da paralisia cerebral, a tónica pode ganhar
expressão particular. As experiências psicomotoras e sociais são,
por vezes, barradas por condicionantes que privam as crianças de
vivências que ocorrem de forma autónoma e espontânea,
tipicamente, resultantes do desenvolvimento global.
No presente texto, atravessaremos uma revisão de
estudos que trazem evidências no domínio da influência da
experiência motora no desenvolvimento e na aprendizagem,
nomeadamente do papel da exploração ativa em idades precoces.
Esta abordagem e a sua discussão, com ênfase na implicação na
aprendizagem e desenvolvimento de crianças com necessidades
educativas especiais de caráter motor, com destaque para a paralisia cerebral, constituem alguns dos tópicos que alicerçam
este trabalho.
Abstract The influence of motor activity and manipulation on the global learning has been supported by the perspective that active movement is vital to typical visuomotor and perceptual development and that it cannot be replaced by passive movements. Moreover, it is also considered that motor experience enables psychomotor development, the internalization of the body in space and the conquest of development stages. Thus, human learning emerges as the result of motor experience, later reinforced in the brain organization by reflective experience. However, not all children comply with the stages of psychomotor development in typical periods. When the issue arises regarding disadvantaged children, in particular, children with special educational needs as is the case of children with cerebral palsy, the focus can gain higher relevance. Motor and social experiences are sometimes blocked out by conditions that deprive children of experiences that are typically experienced autonomously and spontaneously. In this text, we will cross a review of major studies that provide evidence within the area of influence of motor experience on development and learning. What is the role of active exploration at early ages? To what extent does the motor action underlie perception? The discussion of this issue with focus on implications in learning and development of children with special educational needs, with an emphasis on cerebral palsy, are some of the topics that underlie this paper.
Abstract The influence of motor activity and manipulation on the global learning has been supported by the perspective that active movement is vital to typical visuomotor and perceptual development and that it cannot be replaced by passive movements. Moreover, it is also considered that motor experience enables psychomotor development, the internalization of the body in space and the conquest of development stages. Thus, human learning emerges as the result of motor experience, later reinforced in the brain organization by reflective experience. However, not all children comply with the stages of psychomotor development in typical periods. When the issue arises regarding disadvantaged children, in particular, children with special educational needs as is the case of children with cerebral palsy, the focus can gain higher relevance. Motor and social experiences are sometimes blocked out by conditions that deprive children of experiences that are typically experienced autonomously and spontaneously. In this text, we will cross a review of major studies that provide evidence within the area of influence of motor experience on development and learning. What is the role of active exploration at early ages? To what extent does the motor action underlie perception? The discussion of this issue with focus on implications in learning and development of children with special educational needs, with an emphasis on cerebral palsy, are some of the topics that underlie this paper.
Description
Keywords
Paralisia cerebral Necessidades educativas especiais Perceção-ação Aprendizagem ativa Desenvolvimento psicomotor Psychomotor development Active learning Cerebral palsy Special educational needs Action-perception
Pedagogical Context
Citation
Martins, Catarina (2013). O Papel da Experiência Motora no Desenvolvimento Global: As Implicações na Criança com Paralisia Cerebral. Millenium, 45 (junho/dezembro). Pp. 45-62.