Despre importanţa psihomotricităţii în dezvoltarea timpurie a limbajului
On the Importance of Psychomotion in the Early Development of Language

Summary/Abstract: The importance of psychomotricity in early language development. This research analyses the importance of psychomotricity in early language development, emphasizing the organic link between visual and haptic perceptive interfields and language activity. Psychomotricity means the early integration of psychomotor functions as an effect of nervous system development and education, within preschool children educational and training institutions. Nevertheless, the psychomotor abilities development stands for an important anticipation for both success in reading and writing skills acquisition during the early education and the later evolution of the child’s language experience. Due to the interfering between the proprioceptive sense (which informs on movement) and the haptic sense (the sense of smooth muscles for touching), that leads to the fast signaling of the perceptive stimuli to the motor centers, the kinesthesia joins different impressions, which forms the basis of the image appearance. Although the process of forming the tactile perception is very different from the visual perception, finally, the data offered by both forms of perception about a certain object are essentially the same, meaning the reflection of shape, size and other links and space properties of things. Which means that the haptic sense is as important as the visual one for the structure of objects world perception. As in case of the visual perception, movement is necessary for the tactile structure formation. Like the visual image formation (within the visual field), the tactile ones (within the tactile field) take place in and through the hand movement, which means that the kinetic sensations has an active role in all the judgments based on the tactile experience. Forming somehow two parallel reflection systems, when we are talking about early childhood reading and writing skills acquisition, touching and seeing cross each other, become complete and develop one another for the later language development. Within this interdependency between seeing and touching there are different stage correlations of a great importance for building an early reading and writing skill didactics. There is a synthetic process (taking place simultaneously) and an analytic one (taking place successively) that emerges in the visual-tactile perceptive interfield at the beginning of the compulsory education, which is very important for the language activity to the elementary school students. The research emphasizes, in this case, the fact that we are not talking only about the verbal determination of sensory data, but also about the organic link between the active process of the haptic activity and the language one. Verbal images born within and by action, and reinforced by action, distinguish themselves by a great stability. Thus, language genetic roots are acknowledged, a language born within the activity and keeping a very close relation with it. The research conclusions underline the importance of the emotional fact in the process of understanding the visual and haptic perceptive interfield, the sensory information, generally, which makes the intellective determination cross with the emotional and active ones, leading to a whole knowledge process.

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