The development of the child is accompanied by the increase and improvement of forms of communication, which are not only verbal, but also gestual and by the use of objects, which require motor skills and the organization of movements, oriented towards a purpose. For a long time, the terms thin, gross and global motor skills were used to refer to skills that are much broader than that. Today the specific neuroscience that the execution of the intentional acts, therefore, of the voluntary acts coordinated and oriented according to a specific intention is denominated PRAXIA.
We can say then that PRAXIA is the harmonic sequence of the movements necessary for the execution of more or less complex motor acts, with an intention and purpose determined by a context.
In the preschool period the child has a great evolution in his praxic abilities. She becomes skilled in coordinating movements such as throwing and grabbing a ball, and also performing gestures related to her daily life activities, such as dressing or eating alone. It is related to the development of the corporal scheme. The child, when there is some developmental change, which is usually neurological, may present several changes that may impair the acquisition of skills, including writing.
Understand the 3 types of praxia:
# 1 Pramac Ideomotor
“It refers to the gestural activity in a context of communication. It involves symbolic gestures such as waving, sending a kiss, mimicking gestures or miming. Therefore, encouraging the young child to perform these gestures or mimics helps in the development of this ability, which is relevant to the acquisition of other motor skills. ”
# 2 Praxis Ideatory
With the development of ideomotor praxia, the child then makes use of objects such as filling the glass with water, buttoning the clothes and combing. Ideological praxis thus requires not only coordination, but above all, the capacity to carry out a movement which has a sequence, a purpose, which obeys the necessary order, with harmony, precision and efficiency. Therefore, it is important to encourage the child to perform activities such as bathing (in young children under supervision), dressing, using cutlery, etc.
# 3 Constructive Praxis
Reflects the capacity for proper visual perception for appropriate action, implying the ability to reproduce or construct figures, drawing or mounting them. The development of constructive praxis has great importance in the skill that requires the use of pencils, in drawing and writing, common activities for the child. This ability involves visual synthesis (discrimination of the details or parts that make up the whole0, the elaboration of a mental representation (integration of the object into something unified that may have a meaning) and reproduction (execution requiring planning and control of Thus, it has great importance in the skills that require the use of pencils, in drawing and writing, common activities for the child.
Various activities can be used to stimulate the development of constructive praxis. Using modeling clay, assembling toys, drawing or painting are very important in early childhood, as they involve the development of this important skill as it is closely related to writing, as in the reproduction of letters.
Text prepared from the material produced by the Early Childhood Project. Click and get to know more about the Early Childhood Project – Training Program in Child Cognitive Development based on Neurosciences, for Child Education professionals