Children who were deprived of material or moral advantage, compared to a normal level, impaired, injured.
Published in Chapter:
Resilience and Psychomotricity in Preschool Education: A Study with Children that are Socially, Culturally, and Economically Disadvantaged
Maria de Lurdes Cró (College of Education, Polytechnic Institution of Coimbra, Portugal), Lívia Andreucci (University of Aveiro, Portugal), Ana Mafalda Pinho (University of Coimbra, Portugal), and Anabela Pereira (University of Aveiro, Portugal)
Copyright: © 2013
|Pages: 13
DOI: 10.4018/978-1-4666-3986-7.ch019
Abstract
The aim of this study is to analyse the importance of resilience and psychomotricity and their impact in the learning of disadvantaged children at a preschool age that are exposed to adverse social and personal factors and to assess the efficiency of an intervention program based in psychomotricity and resilience together. A project developed in a region of Brazil (Botucatu), where a Psychological Development Activation Model was used, is presented, and also standardised and easily reproduced psychomotricity exercises and the Programme Strong Start Pre K in the area of resilience are presented. The assessment instruments used were the WebeST test for resilience, discussed in this chapter, and the operational Portage Inventory test for Psychomotricity. These results indicate that there was an evolution in resilience among children in the group that participated in this program. They improved the resilience capacity, dealing with problems, and controlling emotions. Some implications of this study are analysed, suggesting changes in the teaching/learning process as well as in testing and interventions in order to achieve success in school.