Educational

intervention in the
motor field
Cognitive and motor development
 7.1 Why is the motor stimulation
important?
7.2 Motor development in the educational
currriculum
INDEX 7.3 Motor stimulations. Resources,
strategies and activities to encourage it.
7.4 Motor functional diversity in the
classroom: Technical help
 The motor development is of vital
importance in the evolution of the child,
through the movement, children develop
different capacities:
1. WHY IS THE
MOTOR 1) Physical skills
STIMULATION
IMPORTANT? 2) Sensory and mental skills
3) Affective skills
4) Social skills
5) Language skills
 1) Physical skills:
a) Children move unconsciously through
Playing. This encourage:
1. WHY IS THE ⚫ psychomotor coordination
MOTOR
STIMULATION development
IMPORTANT? ⚫ gross and fine motor skills
⚫ body, muscles, bones...healthiness

b) Through movement children learn to

know their body and the limits of it.
 2) Sensory and mental skills:
a) The ability to move is the key for
1. WHY IS THE children to access to the outside world,
MOTOR to different experiences where
STIMULATION
IMPORTANT?
construct their own mental squemes.
b) Movement allows the child to
experiment with shapes, sizes,
textures...
 3) Affective skills. It’s through different actions
1. WHY IS THE and movements when the child experience
MOTOR emotions such as surprise, joy, sadness...
STIMULATION
IMPORTANT?
1. WHY IS THE 4) Social skills: Movement allows the
MOTOR interaction with others.
STIMULATION
IMPORTANT?
 5) Language skills: Thanks to the movement
and manipulations of objects the child
1. WHY IS THE develops his intellectual abilities, which will
MOTOR
STIMULATION enable him to acquire language,
IMPORTANT? understanding and expression of it.
 DECRETO FORAL 23/2007 which establishes
the curriculum of the teachings of the second
cycle of Early Childhood Education in the
Autonomous Community of Navarre, is
2. MOTOR
DEVELOPMENT IN
structured in three areas
THE ■ knowledge of self and personal autonomy
EDUCATIONAL
CURRICULUM ■ knowledge of the environment
■ communication and representation

All conceived in a global manner→ motor

development is related to the three areas
 We could more specifically frame sensory development in
the area of ​self-knowledge and personal autonomy. In this
area the aim is for the child to know his own body and its
sensory and perceptual possibilities through experimentation.
2. MOTOR
DEVELOPMENT IN The contents of sensory development are included in:
THE
EDUCATIONAL ⚫ Block 1: The body and the own image; where it is
CURRICULUM worked the body schema, the senses and the the
knowledge of oneself.
⚫ Block 2. Movement and play; where it is worked the
postural control, motor coordination, space-time
orientation, play and activity.
 DECRETO FORAL 28/2007 which establishes the curriculum
of the teachings of the first cycle of Early Childhood Education
in the Autonomous Community of Navarre, is structured in five
areas
2. MOTOR Scope 1._Affects and social relations
DEVELOPMENT IN Scope 2._The body
THE
EDUCATIONAL Scope 3._Discovery of the physical and social environment
CURRICULUM Scope 4._Communication and language
Scope 5._Body, music and plastic expression

In this context, it is scope 2, the body, where reference is

made to the experiences and aspects of development related
to sensory development through sensory experimentation.
 Task: Indicate the general objectives of the
stage of Infant Education within the
curriculum of the Navarre Community of
2. MOTOR Navarre related to sensory development.
DEVELOPMENT IN
THE
DECRETO FORAL 28/2007
EDUCATIONAL
CURRICULUM
 Strategies to encourage motor stimulation:
⚫ Each child has its own rhythm of learning
3. MOTOR ⚫ The development occurs globally, so that intervention in
STIMULATION. this area must be taken into account from all aspects of
RESOURCES, development; cognitive, social or affective.
STRATEGIES AND ⚫ The proposals will use the game
ACTIVITIES TO ⚫ The exercises and activities proposed should cover the
ENCOURAGE IT two motor aspects: gross motor and fine motor skills;
and try to follow an order of gradual complexity.
 The organization of space is fundamental:
⚫ This should favor interaction
⚫ This should be safe for the displacement and exploration of children.
⚫ It is necessary to differentiate two areas in the classroom:
3. MOTOR ⚫ Manipulation area: where fine motor skills are motivated,
STIMULATION. presenting activities and materials according to age.
RESOURCES,
STRATEGIES AND
ACTIVITIES TO
ENCOURAGE IT

⚫ Movement area: with more space than before with drag and push
toys, rockers, foam blocks .
 Exercices:
Babies 3-6

3. MOTOR
STIMULATION. Babies 3-9
RESOURCES,
STRATEGIES AND
ACTIVITIES TO
ENCOURAGE IT
Babies 9-12
 When the educational needs of students with motor disabilities can not be
covered by ordinary curricular means, it is understood that these students
have special educational needs (LOE-LOMCE Title II Equity Education)

The students with SEN will need the elaboration of curricular adaptations
to access the ordinary curriculum, previous psychopedagogical evaluation.
4. MOTOR
FUNCTIONAL
DIVERSITY IN THE The teacher from the curricular scope must:
CLASSROOM:
⚫ Prepare the curriculum adaptations
TECHNICAL HELP ⚫ Implement concrete intervention strategies for each student with
SEN.

In Navarra, the teaching team has the support service of the CREENA
Motors Team.
 MEANS OF ACCESS TO THE CURRICULUM

4. MOTOR Students with motor problems often need adaptations to access the
FUNCTIONAL curriculum. These are modifications in the temporary, spatial, temporal
DIVERSITY IN THE and communication resources that the students with SEN need to access
CLASSROOM: the ordinary curriculum or, where appropriate, the adapted one.
TECHNICAL HELP
 At the center and classroom level, space and access will have to be
adapted, eliminating architectural barriers, installing elevators,
displacement bars, adapted school materials, furniture layout, etc.

4. MOTOR
FUNCTIONAL
DIVERSITY IN THE
CLASSROOM:
TECHNICAL HELP
 At the individual level:
⚫ Personal resources will be provided, such as physiotherapist, speech
therapist, caregiver ...
4. MOTOR ⚫ Furniture adaptations: standing frame, adapted children's chairs,
FUNCTIONAL wheelchairs, crutches, canes, cranes for the transfer ...
DIVERSITY IN THE ⚫ Adaptation of didactic material and school supplies. For the activities
CLASSROOM: of daily life, utensils adapted for food, hygiene and clothing are also
TECHNICAL HELP contemplated, such as garments with a sailboat closure, adapted
taps, cups with side handles.
⚫ Highlight the technical aids to communication: fundamentally the
computer ones, such as adapted keyboards, artificial voice emulators
...

I
 It's advisable:
⚫ Students with motor disabilities feel part of the group, for
4. MOTOR this it will be necessary to sensitize their classmates.
FUNCTIONAL
DIVERSITY IN THE
CLASSROOM: ⚫ A coordinated and close relationship with the family
TECHNICAL HELP should be maintained for the generalization of learning.