The purpose of this study was to examine: a) the effect of an interventional psychomotor training program on pre-school children’s motor proficiency (MP) in a multicultural environment, and b) the MP differences among the cultural groups. The sample consisted of 145 children 4-6 years old, attending public kindergartens in Komotini, Greece. Among them, 38 were Christian natives (n=38), 36 Christian emigrants (n=36), 38 Muslim natives (n=38) and 38 were Muslim emigrants (n=34). Children were initially assessed by the Bruininks – Oseretsky Test of Motor Proficiency-Short Form (Bruininks, 1978) and then were further separated into the experimental (EG: n=71) and the control group (CG: n=74). The children of the EG, participated in a four month psychomotor program, which took place three times a week and the duration of each training unit was 30-45 minutes. The control group carried out pre-post measurements, without having any interventional program, but only the particular exercise program followed by the kindergarten. The MANOVA with repeated measures that was applied revealed that the children of the EG, had statistically significant improvements in contrast to the children of the CG. Bonferroni post hoc comparisons revealed that the benefits in the EG were different. Christians, either locals or emigrants, were found to have statistically significant improvements, in comparison to Muslims. This might be due to cultural and ethnic differences in the backgrounds of the two groups, but further research is needed in this the specific area.
The article presents ail explorative study on the impact of rhythmic psychomotor interv ention on the skills of waiting and self-control in pre-scholar age children in Italy. The focus skills are investigated through the analysis of psychomotor indicators, on one side, such as tonic-emotional availability and waiting times and external indicators, and on the other side, such as the knowledge of time concept and the analysis of behaviors at school and home, investigated through teachers and parents. The exploratory work made it possible to identify the positive effect of the rhythmic psychomotor intervention on the body calm, the deferral of satisfaction and the ability to anticipate, highlighted by the literature as predictors of better behavior at school and, consequently, of a more facilitated learning. The study shows that there is a close correlation between the mentioned components and opens a longitudinal research scenario aimed at analyzing the effects that such an intervention can have in preventing behavioral and scholastic difficulties.
This article presents excerpts from the results of an online survey of more than 200 teachers whose pupils have used psychomotor intervention. The teachers surveyed expressed a high level of confidence with support by psychomotor therapists: they believe, to very high percentages, that psychomotricity is successful. In general, they rate the therapy that takes place in the dedicated therapy room of the psychomotor therapist as more successful than the preventive or integrative work he or she supplies in the classroom. This leads to questions from the viewpoint of inclusion.