These days, everyone knows that movement plays an essential role in not only the physical development of the child, but also that of mental, motor, artistic and socio-affective, therefore responding to these fundamental needs.  Consequently, it unifies all learning and becomes the factor of early learning and development.  It offers knowledge and skills.

Psychomotor practise can take two orientations; therapeutic and educative.  The golden age of “psychomotricity” is situated from birth to 8 or 9 years old.  Through the body, play and movement, the child learns to control his space, time and movements within an altruistic process.  Apart from the motor aspect which allows the acquisition of notions such as spatiotemporal orientation, acquaintance with body image, notions of height, … which allow development of language, master spelling (making sense of letters, writing, reading) arithmetic (notion of time, quantity, ….) and which seem to fix knowledge and scholastic skills : group psychomotricity also proposes relational work.

Children, through play and by the intervention of the psychomotor teacher with the child or the framework set during the session, will live through a series of motor experiences.  Not only this, but they will live through relational experiences, allowing them to express their emotions, to control them, and to be conscious of themselves and others.  The psychomotricity session involves a series of “social” notions, such as “taking turns”, “he is not doing it like that”, “it’s too easy, too difficult for me”, “I’m afraid”, “the others they are looking at me, …” all for which it is necessary to adapt oneself and work towards a good organisation of the “ME”.

Developing sensori-motor pleasure, handling aggressive situations, being there for someone else… feeling good about oneself.  These are the technical objectives of “psychomotricity”.