In the early years children need to learn the basic movements and the purpose of motor activity is to teach in a fun way how to move effectively and efficiently, in a safe environment and with the knowledge of what are doing. To teach the young to achieve this result is as important as the acquisition of literacy and numeracy.
Specifically, from three to six years, children need to acquire the basic motor skills (eg, bend the legs) that represent the foundation of all physical activity and the combination of which come the main skills of each sport. These are the years in which must to be developed the following skills: step (gait), bending the legs, move quickly forward, bending, pushing, pulling, rotating, and do a twist. The complex movements are composed of these different basic elements and the child’s actions will be adequate if he will be able to integrate these different motor sequences. For example, jumping is based on the movement of the bow in the legs while in the frisbee to this movement you add the push and rotation. In every sporting gesture, even in the most complex, are traced these basic motor patterns. Therefore, if a young has not learned to master them, the learning of other movements could be compromised or reduced.
It’s not, however, just a matter of teaching in a literal way the basic movements, because each form of schematization implies an oversimplification of reality motor and a reduction of the experiences of movement. It’s therefore necessary to provide to the children the opportunity to experience the largest number of behaviors. For example, from the age of two years the parents can already teach to go in-line skating, biking or climbing if they are willing to teach their children how to do. This points to the crucial role that adults, in this case, the parents play in helping or hindering motor development, including psychological and social implications related to it. Overprotected children who at three years do not go up alone on the swing or do not walk just because it is more convenient to take them or leave them at home watching television, are examples of how the parents can develop a daily reduction of motor skills and develop a sedentary lifestyle .
The children are the main architects of their development processes, they are:
- Movements-related: refers to the actions and repetitions of actions, exercises that the children make in their environment in which they live and the perception of awareness that comes. We think of several ways to get on and then off, for example from a sofa, the children put in place through a large number of repetitions. They test so the basic motor patterns, each time in a different way from the previous one, compose them spontaneously in different sequences and through repetition reach to develop a motor skill specific.
- Cognitive-affective: the children know the properties of objects, experiences them, put them in relation with themselves, thus enriching their knowledge of the world and the way they relate to it.
- Social: learning can be accelerated through social interaction, which occurs primarily through language. In this respect, the interaction with an adult who observes the children in this action will be positive if it is intended to encourage and guarantee them to practice in a safe environment. It will become negative and, therefore, obstructing the experience if the adult intervenes to inhibit the action or to make it too easy. Consequently, the opportunity to gain experience and social interactions form the context within the children carry out the actions.
The balance and the consequent adaptation is reached through the processes of assimilation and accommodation. The assimilation consists in incorporating the new elements that enrich the motor and mental patterns, going to incorporate the data of the experience as a function of the internal structures that already exist. The accommodation, however, is the process by which the internal structures are changed by external experiences, enabling the children development processes to develop a higher evolutionary levels. Therefore, assimilation is a process of preservation and enrichment of skills while the accommodation represents the innovation in the development process.
In conclusion, the children motor evolution go through a better adaptation to the environment. The children evolve from the primary movements through the maturation of the nervous system, the experience and the social interaction that make up the ground on which it operates the balance factor. This factor allows the children to act on the environment through the psychological and motor skills they have, but at the same time they are changed depending on the situation.
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