Contributions from psychomotricity to the observation of artistic installations

Abstract

Most of the abstract notions are learned in early childhood thanks to movement. Topological spatial notions (inside, outside, above, below...), later projective notions (above, below, in front of, behind...) and Euclidean notions (size -big, small- and measurement -high, long, wide-) are learned by comparison or experimentation, and children assimilate them when the adult expresses them and gives a name to what they have just discovered. They are notions that are constructed with the body in reference to a space and some objects that end up turning the space into the fourth educator (Malaguzzi & Hoyuelos, 2011). Likewise, through the body, gesture and body attitude, the first rudiments of social relations are also learned through symbolic play, "playing as if..." (Aucouturier, 2018). This article presents the construction of an observation tool to investigate how motor development is shown in early childhood when children are immersed in an installation art designed to provoke experimentation, among other contents and capabilities. The project is being developed in the Municipal Early Childhood Schools of Vitoria-Gasteiz with the collaboration of the Paraíso Theater Company and the University of the Basque Country (UPV/EHU). The results show the evolution of this observation tool as a result of a process of reflection among different agents.