Educators and teachers
To understand the relationship between movement, attention and learning and create more development-promoting contexts.
Professional Development
Running, jumping, climbing, balancing, rolling, handling objects, exploring space, touching and experimenting are much more than forms of play. Bodily experiences are fundamental to the development of body awareness, motor coordination, attention, language, executive functions and learning. In a childhood increasingly marked by screen time and by fewer opportunities for movement and exploration, it becomes essential to understand what happens when the body no longer has the space it needs to develop. In this course, we will explore the relationship between body, movement, development and learning, identifying strategies to give children meaningful bodily experiences back in everyday life.
This training is subject to a minimum number of registrations.
Overview
Before learning to write, the child needs to know their body.
Before understanding spatial concepts, they need to experience space.
Before being able to stay attentive during a task, they need to develop regulatory mechanisms.
Development does not happen only through what the child sees and hears. It also happens through what they feel, experience and do with the body.
In this training we will look at child development in an integrated way, understanding how movement, body, cognition and learning are deeply linked.
This training lasts 6 hours.
To understand the relationship between movement, attention and learning and create more development-promoting contexts.
To integrate a bodily and motor perspective into understanding and intervention with children.
To deepen the relationship between bodily experiences, regulation, cognition and development.
To understand the impact of current routines and create more opportunities for movement and exploration in everyday life.
Course programme
3 November · 18:00–21:00
Body and child development;
Sensorimotor experience and knowledge construction;
Movement, exploration and learning;
Body schema and body awareness;
Changes in children’s motor experiences;
Sedentary behaviour and reduced spontaneous movement;
Less exploration of space;
Diverse sensory and motor experiences;
Body autonomy.
6 November · 18:00–21:00
Movement and tonic-emotional regulation;
Activation and readiness to learn;
Sustained attention;
Need for movement and behaviour;
The "fidgety" child vs. the child who needs to regulate through movement;
Relationship between bodily experiences and cognitive processes;
Planning and organisation;
Inhibition and motor control;
Motor and cognitive flexibility;
Psychomotricist
Soraia Picado is a Psychomotricist, with around 10 years of experience in child development and neurodevelopment. She works in clinical, educational and community settings, supporting children with different developmental profiles and specific needs. Her practice is based on an integrative perspective, linking body, movement, cognition, emotion and relationships, seeking to understand the child beyond observable behaviour. In addition to psychomotor intervention, she develops awareness-raising and child development promotion projects with families, schools and institutions, as well as work in Supervision and Consultancy in Therapy and Education. She also includes Max the dog as a mediator in contexts of Animal-Assisted Intervention, exploring the therapeutic and relational potential of the human-animal relationship. She is driven by the search for answers that make sense for the real child, in their different life contexts, bringing scientific knowledge, clinical experience and everyday practice closer together.
This training is subject to a minimum number of registrations.
Frequently asked questions