Resilience and Psychomotricity: Strategies of Action in Preschool Education

Resilience: Different Approaches

The term resilience is not a fixed attitude that changes according to the stage of life and circumstances, type of trauma and how a person experiences it as well as the historical-cultural factors (Hensius, 2010). It is a dynamic process, a symbiosis between the individual’s inside and outside, in a social context, resulting from the interaction of various micro-systems (family, school, friends) and macro-systems (community, beliefs, ideologies, values and customs, means of communication, economic situation and educational system), from the perspective of the bio ecological Human Development Model by Bronfenbrenner (1998). Resilience leads to a metamorphosis of the individual, who learns through experiences lived and draws life lessons for life.

According to Boyd (2011), resilience is the opposite of vulnerability. Resilience refers to a set of factors that the child has (or its environment) that offer some protection against the effects of vulnerabilities, which means that a highly vulnerable child integrated in a poor or unfavorable environment can produce more adverse effects. However, an integrated resilient child in a poor environment can have good performance, since it is given the possibility to discover and enjoy many stimulating opportunities. In the case of a vulnerable child, surrounded by a good environment, can also have good performance, especially when child is helped to deal with their vulnerabilities.