An adequate motor development allows human beings to acquire an enormous amount of skills necessary for the good performance of children in all their activities. Motor skills must interact appropriately with the rest of the areas or subjects of the curriculum.
The French Lycée establishes motor activities applied in an environment of affection and trust, to enhance the self-esteem and social integration of all children from different areas of knowledge, seeking that the child gradually builds his identity (through continuous interaction with the environment ) and emotional maturity, establish emotional relationships with others and achieve personal autonomy, essential skills to carry out, through action, the work methods proposed in the material cycles and, therefore, for learning the contents of each area, because the child’s interaction, as being active, is predominant in each and every one of them.
Through motor skills, the child develops comprehensively and discovers his own abilities, both motor, personal and social. The movement constitutes a primary need or motivation in children with adequate development and growth.
To carry out the psycho-motor practice, the French Lycée has specialized classrooms, through which the child can mature globally and whose purpose is to offer the materials and the physical place so that the activities have a predominant nuance. It is a place where the child solves his problems, where he can manifest himself as he is without being rejected, in short, it is where his motor expressiveness lives fully, which gives him great satisfaction and happiness.
Motor development classroom spaces:
The sensory-motor space or space of motor expressiveness:
In a safe environment, the child will carry out sensory-motor pleasure games: he will climb, jump, roll, swing, spin, fall, play with balance, experiencing different kinesthetic, proprioceptive sensations and all this will lead him to be aware of his own body and its possibilities of movement, as well as acquiring different abilities. In this space, the child finds all kinds of material ordered and appropriate to the sensorimotor activity that he wishes to perform and that favors the release of tensions.
The affective space or symbolic game:
It is the place where the child can work his emotions, his gestures, his posture, his mimicry, he can make use of space, objects and time. This space enhances motor expression and creativity with appropriate material, and it is in the inner play where the child manifests his inner world by living a series of roles that help him overcome the system of norms and conflicts that the adult puts on him.
The space for plastic expressiveness and language:
Space for emotional and symbolic productions helping you to acquire the basis for cognitive and representation work. This space favors access to operative thinking to the extent that the child stays outside the building and is able to talk about it according to their cognitive parameters. The objectives of this space are: to enable the child to move from emotional experience, to cognitive representation, to facilitate affective decentration and to favor access to operative thinking. These objectives are proposed through manipulation, experimentation and conceptualization.
