El desarrollo de la psicomotricidad en preescolares limitados físico-motores diagnosticados con parálisis cerebral

Abstract

The research is carried out due to the need to address the theoretical and methodological deficiencies that limit the development of psychomotricity in physically motor-limited schoolchildren diagnosed with cerebral palsy as they are prepared for their future social integration. To address this problem, a methodology that promotes the development of psychomotricity is proposed, characterized by the precision of the relationships between neurophysiological, neuropsychological, and neurocognitive characteristics and the conception of the categories of individuality and integrality as premises to improve the quality of care for physically motor-limited schoolchildren diagnosed with cerebral palsy. This is based on the periodization of educational attention in Special Physical Education classes, grounded in historical-cultural theory and the comprehensive physical-educational approach. It is a current research topic that aligns with the policy of continuous improvement of the Special Education subsystem; its partial application allows verifying its effectiveness in pedagogical practice through case studies, pedagogical tests, and expert opinions.