You can find out more about a person in one hour of play than in conversation year.– Plato
WHY PSYCHOMOTRICITY WITH CHILDREN WITH MOTOR DISORDERS?
The “Motor Capacity Disorder”, also known as “Development and Coordination Disorder”, presents a marked impairment of the functions related to motor coordination, with evident difficulties in carrying out daily activities. It is attributable to psychomotor retardation, dyspraxia, and is often related to learning disorders, ADHD, cases with autism and genetic syndromes.
Psychomotricity for these children is effective, as it offers them a place (the psychomotor setting) where they can freely express themselves and experiment with their bodies in motor activities such as sensory play, sense-motor, vestibular, evolutionary play, climbing, spontaneous activity and the organization of paths, games with the ball, fine-motor activities, manipulation, graphic activity. The aim is to learn functional strategies for more effective action in everyday life. If an integrated bodily self is built, it becomes a fundamental basis for the development of cognitive and psychological functions, related to the construction of a Self that acts in space, time and relationship with the environment and with the other.
The therapists of Imparole’s psychomotric neuro therapists, to enhance the effectiveness of the intervention and activate the motivation of the child, propose integrated methodologies, including art therapy, the DIR Floortime model, the S. A. M. method. and other useful approaches to help the child and his or her family in a creative and effective way.
HOW MANY TIMES A WEEK DOES THE NEURO AND PSYCHOMOTOR THERAPIST SEE THE CHILD?
Psychomotor therapy for motor disorders is either one-weekly or biweekly.
HOW CAN THE PARENT HELP THE CHILD EVERY DAY?
The parental figures are involved in various ways, depending on the therapeutic project, in order to guarantee that bridge between the therapy room and the domestic environment, in which the child exercises every day the driving patterns referring to daily activities, for example those charged with the personal autonomy of clothing. Regular interviews with parents aim to:
- share objectives, tools and activities to be used “on a daily basis”.
- reflect and implement parental and educational competence, aimed at a more effective expression of practical functional resources, but also relational and communicative.
HOW DOES THE NEURO AND PSYCHOMOTOR THERAPIST WORK WITH THE TEACHER?
Regular interviews with teachers are planned to monitor skills and weaknesses in school practice and relationships, to share a common understanding of the child and strategies for strengthening the sense of competence and self-esteem.