Body schema

During my various professional experiences (as a facilitator and ATSEM replacement) in kindergarten, I observed the students during the sessions of physical education (PSE). The discovery of new motor experiences attracted them and “rejected” other. For those displaying reluctance to proposed activities, it was often the “no control” of their actions that caused some fear in the face of barriers installed in such a way.

In addition, I was surprised to “clumsiness” of some children (some students had difficulty making movements, others fell very often gets banged …). Moreover, the knowledge that children have three years of their bodies is very limited, which is quite normal at this age. Indeed, ProShape Rx for the Henri Wallon body schema is not an original but it is built. So that the child gets to have a notion of coherent and unified body, it must distinguish what is to be attributed to the outside world and what can be attributed to the body itself.

Comments on how the students mastered their bodies and the knowledge they had of it led me to wonder. What knowledge of the older students have of their bodies? What a work around the body of knowledge he learned in his place? What are the resources available to teachers to develop activities in the classroom? How the acquisition of knowledge on the functioning of the human body is it conducive to the improvement of motor skills in physical education?

From these observations and this questioning came the construction of an approach to the discovery of the body. This is as much of the body subject to anatomical knowledge and biological material space of the body where the person is affirmed and the intimacy of the meanings of its relationship to the world, but also the modes of expression whose body is preferred form (sport, body language, dance .