Università Roma Tre

Neuro-motor experience and experimentation is the basis of every process of maturation and somatic, emotional, affective, relational and social growth. From the infinitely large of the external world even before birth, the child uses the body to relate to himself and to the world that surrounds him, making all possible sensory experiences his own through emotions, affecting them in the infinitely small of his neuronal synapses and therefore transforming them into neuro-motor learning.

Growing through sensory experiences and therefore his own perceptive functions, the new individual is able to experience the surrounding environment, define the boundaries, possibilities and limits of action of his own body by communicating at a somato-psychic level with his own genome and allowing the epigenetic modulation of this as a phenotypic response to the motor and emotional stresses in which it grows.

With play (relationship with objects and the environment and people) and movement he reaches and perfects not only important skills such as balance, concentration, attention, physical abilities, but also awareness or his own identity corporeal (somato-aesthetic and somato-sensorial) and therefore emotional-relational, acquiring awareness of one's own entity with and entering into communication with others.

A fundamental prerequisite of psychomotor education is the global consideration in childhood and adolescence, in a holistic dimension, of its mind-body unity and the understanding of the purpose of psychomotor action even in the event that physiological differences and defects exist.

The program focuses on the knowledge of the aspects and elements of anatomy and physio-pathology and movement disorders from childhood, adolescence and young adult according to the Biological Aesthetic Structural Model (MSEB, Villanova M., 2006).
Direct observation of the child. Embryo-fetal development and risk factors. Ontogenesis, Phylogenesis, Embryogenesis and Comparative Ethology of Motor Development.
Psychomotor retardation. Cognitive development. Emotional development. Acquisition of the body schema. Body awareness. Genesis of the imitation of gestures. Memory. Play as a learning tool
Cognitive development according to J. Piaget. Dyspraxia. Hemispheric dominance. Alterations from lateralization. Concept of number and quantity.

Villanova M., Educazione Psicomotoria, La Sapienza Ed., Roma, 2020

Camerucci M., Formazione e coerenze educative, Morlacchi Ed., Perugia, 2016