The functions of Motor Play and its evolutionary implications in the development of the child
DOI:
https://doi.org/10.7346/-fei-XX-03-22_45Keywords:
Motor Game, Physical Activity, Psychomotor Development, Motor SkillsAbstract
With this contribution we want to further elevate the value of the educational contribution that the observation of the game before, and the game itself then, can give to the work of the teacher. The aim is to ask ourselves how the game, as a daily and fundamental element for a harmonious psychophysical growth of the child, can become a fundamental element also for adults and in particular to identify, decrease and counteract increasingly frequent aggressive phenomena in our classes/ sections. Physical activity (PA) and fundamental motor skills are important components of present and future health trajectories in young children. This study examined the effects of a 24-week mobility intervention on the motor competence of kindergarten children. Initial tests were on guided play (research group A) and free play (control group B). 20 preschool children were assessed for motor skills before and after surgery using the tests of long jump from standstill and fast run over a distance of 10 meters. The tests were administered to both groups and immediately before the start of the research, as well as at the end the same tests were administered for the evaluation of the results. All children significantly improved their motor skills from baseline to final assessment. Both Group A children and Group B children have shown slight rates of change, proving that the game is independent of adult control. It stimulates memory, motor language, attention, promotes the development of perceptive patterns and socio-emotional-affective abilities. On the contrary, a poor playful activity can lead to deficiencies in the child’s personal maturity and maturity.
References
Bondioli A., & Bobbio A. (2019). Gioco e infanzia. Teorie e scenari educativi. Roma: Carocci.
Bianchi, L. L., & De Santis, M. (2015). La metodologia dell’osservazione in chiave montessoriana come dimensione dello sviluppo professionale dell’insegnante della scuola dell’infanzia. momo, 4, 13–18. Retrieved September 30, 2022, from https://www.fondazionemontessori.it/portfolio/momo-4/
Cassese, S. (2002). Dalle regole del gioco al gioco con le regole. Mercato concorrenza regole, 4(2), 265–276. https://dx.doi.org/10.1434/1207
Chaput, J. P., Willumsen, J., Bull, F., Chou, R., Ekelund, U., Firth, J., Jago, R., Ortega, F. B., & Katzmarzyk, P. T. (2020). 2020 WHO guidelines on physical activity and sedentary behaviour for children and adolescents aged 5–17 years: summary of the evidence. International Journal of Behavioral Nutrition and Physical Activity, 17, 141. https://doi.org/10.1186/s12966-020-01037-z
Cittone, C., & Villani, D. (2019). Promozione del benessere in età prescolare attraverso interventi psicomotori: una revisione narrativa della letteratura. Giornale italiano di psicologia, 46(1-2), 201–230. https://dx.doi.org/10.1421/93787
Ekelund, U., Luan, J., Sherar, L. B., Esliger, D. W., Griew, P., Cooper, A., & International Children's Accelerometry Database (ICAD) Collaborators (2012). Moderate to vigorous physical activity and sedentary time and cardiometabolic risk factors in children and adolescents. JAMA, 307(7), 704–712. https://doi.org/10.1001/jama.2012.156
Galfo, I. (2022). Il gioco maestro: Pedagogia dei giochi. Youcanprint.
Klarin, M. (2017). Psihologija dječje igre. Zadar: Sveučilište u Zadru. Retrieved September 30, 2022, from https://morepress.unizd.hr/books/index.php/press/catalog/book/4
Logan, S. W., Webster, E. K., Getchell, N., Pfeiffer, K. A., & Robinson, L. E. (2015). Relationship between fundamental motor skill competence and physical activityduring childhood and adolescence: a systematic review. Kinesiology Review, 4(4), 416–26. http://dx.doi.org/10.1123/kr.2013-0012
Mancia, M. (2006). Tra psicoanalisi e cognitivismo: una nota critica sul libro di Daniel Stern: Il momento presente. In psicoterapia e nella vita q. Rivista di psicoanalisi, 52(1), 213–223. Retrieved September 30, 2022, https://pep-web.org/browse/document/rpsa.052.0213a?index=40&page=P0213
McDonough, D. J., Liu, W., & Gao, Z. (2020). Effects of Physical Activity on Children's Motor Skill Development: A Systematic Review of Randomized Controlled Trials. BioMed research international, 2020, 8160756. https://doi.org/10.1155/2020/8160756
Migliorato, R. (2006). Gioco e metafora nei processi cognitivi per la rappresentazione matematica del mondo. Atti Convegno “Matematica, formazione scientifica e nuove tecnologie”, Lamezia, 24–26 Novembre 2006. Retrieved September 30, 2022, from https://www.academia.edu/1206288/Gioco_e_metafora_nei_processi_cognitivi_per_la_rappresentazione_matematica_del_mondo
Mussen, P. H., & Hetherington, E. M. (Eds.). (1983). Handbook of child psychology: Vol 4. Socialization, personality, and social development. New York, Chichester: Wiley.
Olivieri, D. (2016). Mente-corpo, cervello, educazione: L’educazione fisica nell’ottica delle neuroscienze. Formazione & insegnamento, 14(1), 89–106. Retrieved September 30, 2022, from https://ojs.pensamultimedia.it/index.php/siref/article/view/1882
Payne, V. G., & Isaacs, L. D. (2020). Human motor development: a lifespan approach (10th ed.).New York: Routledge. https://doi.org/10.4324/9780429327568
Piaget, J. (1951). Play, dreams and imitation in childhood. London: Routledge.
Presutti, F. (2015). Psicomotricità da 0 a 6 Anni. ISPEF.
Quaglia, R. (Ed.). (2009). Il gioco nella didattica: un approccio ludico per la scuola dell’infanzia e primaria. Edizioni Erickson.
Rabaglietti, E., Musella, G., Miroglio, T., Ciairano, S., & Gemelli, F. (2007). La salute in movimento: Le abilità e abitudini motorie dei bambini. Psicologia della Salute, 2007(3), 9–26. Retrieved September 30, 2022, from https://www.francoangeli.it/rivista/getArticoloFree/33148/It
Robinson, L. E., & Goodway, J. D. (2009). Instructional climates in preschool children who are at-risk. Part I: object-control skill development. Research quarterly for exercise and sport, 80(3), 533–542. https://doi.org/10.1080/02701367.2009.10599591
Robinson, L. E., Palmer, K. K., Bub, K. L. (2016). Effect of the Children’s Health ActivityMotor Program on motor skills and self-regulation in head start preschoolers:an efficacy trial. Frontiers in Public Health, 4, 173. https://doi.org/10.3389/fpubh.2016.00173
Robinson, L. E, Palmer, K. K., Webster, E. K., Logan, S. W., Chinn, K. M. (2018). The effect of CHAMP on physical activity and lesson context in preschoolers: a feasibilitystudy. Research quarterly for exercise and sport, 89(2), 265–271. https://doi.org/10.1080/02701367.2018.1441966
Sabbadini, L. (2005). La disprassia in età evolutiva: Criteri di valutazione ed intervento. Springer. https://doi.org/10.1007/88-470-0398-9
Vazou, S., Mantis, C., Luze, G., Krough, J.S. (2017). Self-perceptions and social-emotionalclassroom engagement following structured physical activity among preschoolers:a feasibility study. J Sport Health Sci, 6(2), 241–7. https://doi.org/10.1016/j.jshs.2016.01.006
Vygotskij, L. S., & Cole, M. (1980). Il processo cognitivo. Torino: Boringhieri.
Wu, X. Y., Han, L. H., Zhang, J. H., Luo, S., Hu, J. W., & Sun, K. (2017). The influence of physical activity, sedentary behavior on health-related quality of life among the general population of children and adolescents: A systematic review. PloS one, 12(11), e0187668. https://doi.org/10.1371/journal.pone.0187668
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Antonio Ascione
This work is licensed under a Creative Commons Attribution 4.0 International License.
Formazione & insegnamento is distributed under Attribution 4.0 International (CC BY 4.0).
For further details, please refer to our Repository & Archiving Policy, as well as our Copyright & Licensing Terms.
