Università Roma Tre

WHEN A CHILD IS BORN IT HAS AN EXCEPTIONALLY CAPABLE ORGANISM WITH WELL-FUNCTIONING SENSE-MOTOR SYSTEMS. FROM THE FIRST DAYS OF LIFE IT IS CAPABLE OF LEARNING ASSOCIATIONS BETWEEN STIMULI AND RESPONSES AND THE ROLE OF MEANING AND FAMILIARITY OF EVENTS BECOMES IMMEDIATELY IMPORTANT. IT PAYS PREFERENTIAL ATTENTION TO THOSE FACTORS THAT HAVE CLEAR CHARACTERISTICS SUCH AS ON-OFF, MOVING LIGHTS, INTERMITTENT SOUNDS. AS HE BEGINS TO ACQUIRE INNER REPRESENTATIONS OR PATTERNS OF PHENOMENA, HE FOCUSES ON SITUATIONS THAT RESEMBLE FAMILIAR ONES OR ARE MODERATELY DIFFERENT BECAUSE OUR BRAIN IS DIVIDED INTO TWO HEMISPHERES, EACH OF WHICH RECEIVES INFORMATION AND SENDS SIGNALS ALSO TO THE OPPOSITE SIDE OF THE BODY. FUNCTIONS AS A CONTROL AND SORTING CENTRE CAPABLE OF ACTIVATING THIS OR THAT PATHWAY TO PERFORM A TASK EFFICIENTLY: EACH COMPONENT HAS A ROLE IN RELATION TO THE OTHERS.
THESE ARE DEVELOPMENTAL DYNAMICS THAT THE CHILD GOES THROUGH DURING CERTAIN PERIODS AND THROUGH WHICH HE BECOMES FAMILIAR WITH PEOPLE, OBJECTS AND EVENTS THAT IN TURN ENABLE HIM TO UNDERSTAND OTHERS OF GREATER COMPLEXITY OR DIFFICULTY.
HOW CAN PSYCHOMOTRICITY CONTRIBUTE TO BODY-MIND BALANCE? TO WHAT EXTENT IS IT INDISPENSABLE TO A CHILD'S INTELLECTUAL FORMATION AND GROWTH? THE REFERENCE CONCEPTS ON THE EVOLUTION OF PSYCHOMOTRICITY ARISE FIRSTLY FROM THE EXAMINATION OF MOTILITY IN THE PRE- AND NEONATAL AGE AND, SECONDLY, FROM THE ANALYSIS OF PSYCHO-BODY EXPRESSION AND COMMUNICATION WITH THE AIM OF ULTIMATELY CLARIFYING THE AIMS OF PSYCHOMOTOR ACTION EVEN IN THE CASE OF PHYSIOLOGICAL DEFECTS.

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